by Eva Muniz, Spring 2007 (Dr. Susan Garza’s graduate seminar @ Texas A&M University-Corpus Christi)
Other than composition, in what fields of study is collaborative learning also applicable?
Although the field of composition and rhetoric uses collaborative learning frequently, Rebecca Howard points out that collaborative learning “has no
necessary link to the teaching of composition; scholars throughout the disciplines recognize collaboration as an aid to learning” (54). She lists the following fields of study along with researchers who have written about collaborative pedagogy in the particular fields:
- Composition and Computers (Handa)
- Literary Studies (Stillinger)
- Cross-Cultural Rhetoric (Miller & Vander Lei)
- Law (Jaszi)
What methods of instruction can be used for collaborative learning?
- WHOLE-GROUP DISCUSSION
- Howard recommends the following for whole-group discussions (58–59):
- Teachers can get conversations started by asking questions that can have a variety of correct answers.
- Teachers can ask students to listen to each other and respond to each other’s comments. If a student is not listening, then the student who responded may be asked to repeat his/her comment for the one who was not listening.
- Instead of waiting for raised hands to respond, teachers may call on students. If the student has difficulty responding, then ask for another to rescue him/her. Then the teacher can return to the student who had difficulty for additional comment.
- Teachers should avoid summative remarks, such as “good answer” because that constitutes no further discussion.
- Teachers may point out responses that extend the conversation as well as errors made by students.
- SMALL-GROUP DISCUSSION
- Howard recommends the following for small-group discussions (59):
- Have students brainstorm assignments in small groups then share their ideas, potential problems, and possible approaches in whole groups
- Teachers must relinquish control to the students.
- Teachers should welcome dissenting responses.
- Humorous remarks alleviate anxieties.
- Teachers should decenter the classroom by forming small circles with or without desks.
- Teachers should make sure each group knows its charge. The teacher may either explain how to accomplish it or leave it up to the group to decide.
- PEER RESPONSES TO WRITING
- Elbow recommends instead of talking about whether a paper is “good” or “bad,” peers can state how the paper makes them feel by pointing to the positive features in the papers (147–91).
- Hale and Wyche-Smith suggest to ask students to read their papers out loud while the listeners write down remarks (Howard 60).
- Duin suggests teachers pose questions or assign tasks for the peers to address in their responses. This technique allows for both the readers and the writers to understand objectives, needs, and expectations (Howard 57).
- PRODUCING A SINGLE PAPER FROM A GROUP OF STUDENTS
- Howard details approaches to producing a single paper (62–66):
- The collaborative writing assignment should begin until a substantial portion of the term has elapsed although it can be mentioned even on the first day of class.
- The assignment should be one that is best accomplished as a group rather than by an individual.
- Introduce methods and rationales for collaboration to provide for student-initiated collaboration
- Discuss methods of collaborative writing before the project begins, such as Lunsford and Ede’s dialogic and hierarchical collaboration.
- Dialogic is when all members work together on all aspects of the project.
- Hierarchical is when the group divides the task into parts and assigns each member his/her part.
- Discuss problems of collaborative writing before the project begins.
- One such problem may develop from potential ego-deflating moments when peers may be critical of someone’s work in their effort to develop the best possible project.
- Another problem may develop from a student not carrying his/her load. The group should deliberate the problem at the beginning and report the group’s decision to the teacher. Possible decisions may be as follows:
- (a) one grade will apply to all members regardless of effort,
- (b) the student not carrying his/her load will be given a lesser grade,
- © the student not carrying his/her load will be ejected from the group,
- (d) the student not carrying his/her load will be required to produce an individual paper and/or be given a zero for the project.
- Anticipate and prepare for student resistance to collaboration. Decide whether individual projects will be accepted or not depending on the course objectives.
- Let the class decide how the groups will be constituted and discuss pros and cons for each.
- Give the groups autonomy in deciding methods and timetables, but also require commitment to timetables.
- Prepare for dissent within the groups.
- Explain in advance how the project will be graded, preferably involving the students in the decision.
How can collaborative writing be graded?
To determine a method of establishing “fairness” before developing grading approach, Sutton recommends the following (154):
- Distributive fairness focuses on the amount of work students put into a project.
- Procedural fairness gives instructors a way to decide how the amount and kind of rewards given out should be altered because of differing amounts and quality of work.
- Group fairness helps students maintain the group and helps instructors remember that collaborative projects should teach students about group dynamics.
Supplemental techniques in addition to assigning a grade:
- Establish process logs that require students to record their work on the project and to reflect on how the members of their group have worked together.
- Ask the students to evaluate each other based on their perceptions. The teacher may use this to determine the grade.
- Develop a grading rubric and clearly explain each part through handouts, discussions, and online.
What are some positive aspects of using collaborative learning in a postsecondary curriculum?
- Thralls’ theory that “all writing is collaborative” applies the following dimensions to collaborative learning: “active readers function as collaborative partners; the writer’s sense of anticipated audience constitutes a form of collaboration; the community in which the act of writing takes place or toward which it is aimed contributes constraining (and enabling) conventions such as word choice, tone, organization; and sources that the writer has read exert their influence” (qtd. in Howard 55).
- Bruffee states that collaborative learning is “is the institutionalized counterpart of the social or collaborative nature of knowledge and thought, not merely a helpful pedagogical technique incidental to writing” (Howard 571).
- Bruffee and Gere explain that it empowers students (Howard 57).
- Horner states “if peer work is taking place in the classroom, so is democracy and social change” (qtd. in Howard 57).
- Duin states “collaborative pedagogy reduces competition between students” (qtd. in Howard 57).
- Cross, Locker, and Lunsford and Ede explain how students need to practice collaborative writing in order to prepare for the work-place (Howard 57).
- Veeder focuses on a spiritual aspect because “the authorship of a sermon is indeed thought to be an act of collaboration between the writer/speaker and the spirit” (qtd. in Howard 57).
What are some negative aspects of using collaborative learning in a postsecondary curriculum?
- Fear of plagiarism
- Copyright infringement
- Fear of losing authority and control
- Fear of decentering the classroom especially in a computer classroom (Weissner, par. 2).
- Fear of unfair grading a collaborative writing
- Student resistance to grading
What assignment sequences would be most effective to use a collaborative approach to writing instruction in a course?
- Collaborative learning can be applied throughout the semester.
- However, the collaborative writing project (one paper for one group) should not begin until a substantial portion of the term has elapsed (Howard 62).
NOTE: For more information about collaborative learning and theory, see the following CompFAQ topics: “Basic Writing” and “Preparing Teachers”
Also see the following Web Link: http://www.league.org/league/projects/lcp/vanguard.htm
Works Cited
Bruffee, Kenneth A. “Writing and Reading as Collaborative Acts.” A Sourcebook for Basic Writing Teachers. Ed. Theresa Enos. New York: Random House, 1987.
565–574.
Elbow, Peter. Writing Without Teachers. New York: Oxford UP, 1973.
Howard, Rebecca Moore. “Collaborative Pedagogy.” A Guide to Composition Pedagogies. Ed. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford UP, 2001.
Howard, Rebecca Moore. “Collaborative Pedagogy.” A Guide to Composition Pedagogies. Ed. Gary Tate, Amy Rupiper, and Kurt Schick. New York: Oxford UP, 2001. 54–70.
Sutton, Mark. “Avoiding the Black Dot: Toward a Model of Fair Grading for Collaborative Writing.” Issues in Writing 14.2 (Fall/Winter 2004): 152–74.
Weissner, Christian. “Discourse and Authority in Electronic Contact Zones.” Writing Instructor 16.3 (Spring 1997): 103–12.
