Supporting the development of students’ academic writing through collaborative process writing
2013 (English)In: Journal of Instructional Pedagogies, ISSN 1941-3394, Vol. 11, 1-13 p.Article in journal (Refereed) Published
The study examines how undergraduate university students in Rwanda experience collaborative process writing as an instruction method capable of helping them improve their academic writing abilities in English. It involved 34 second-year students, divided into 12 small working groups. The data were collected by means of group interviews carried out in English after all groups finished writing an argumentative essay using the collaborative process writing method. In their responses, students maintained that they still experienced some writing difficulties in English in connection with planning, organization, cohesion and coherence and grammar. However, by combining collaborative process writing with the reflective exercises and classroom reporting strategies introduced by their instructor, students were enabled to spot persistent writing difficulties and plan a course of action to tackle them. Given the tangible learner-focused benefits that are likely to accrue from the implementation of the method, the study suggests that more practice be initiated by the instructors so that students become aware of those benefits
Place, publisher, year, edition, pages
2013. Vol. 11, 1-13 p.
Academic writing, higher education, process writing, Rwanda, writing discourses, writing activity
IdentifiersURN: urn:nbn:se:liu:diva-91280OAI: oai:DiVA.org:liu-91280DiVA: diva2:616789