Software Development as a Collaborative Writing Project

2006 ◽  
pp. 21-31
Author(s):  
Brian Bussell ◽  
Stephen Taylor
Keyword(s):  
Software Development ◽  
Collaborative Writing ◽  
Writing Project

Co-Production as a Research Method

2021 ◽  
pp. 255-269
Author(s):  
Charlotte Wegener
Keyword(s):  
Research Method ◽  
Social Innovation ◽  
Elderly Care ◽  
Collaborative Writing ◽  
Writing Workshop ◽  
Research Practice ◽  
Writing Project ◽  
Practice Analysis ◽  
Great Debate ◽  
Point Of Departure

The co-production turn has affected academic work, encouraging researchers not only to study co-production in public organizations but also to pursue collaborative research practices with practitioners. The purpose of this chapter is to present a reflexive account of co-production as a research practice. The point of departure is a one-day collaborative writing workshop that embraced several aspects of ‘co-'. The workshop brought together two research projects, one on social innovation in elderly care and one on collaborative writing. Having been involved in both projects, the author reflects on issues of the writing project that caused great debate during the workshop and highlight dimensions of power, quality, and impact that arise in co-produced research. The chapter shows that the co-production turn calls into question traditional power hierarchies between theory-practice, analysis-experience, and researcher-researched. While co-production seeks to even out power hierarchies, it also generates new problems, new tensions, and new questions.

Chemistry and Writing: A Collaborative Writing Project

2000 ◽  
Vol 48 (4) ◽  
pp. 136-138
Author(s):  
Todd M. Hamilton
Keyword(s):  
Collaborative Writing ◽  
Writing Project

scholarly journals INTEGRATING PROCESS-GENRE APPROACH WITH PROJECT IBUNKA TO IMPROVE STUDENTS� ENGLISH WRITING

2019 ◽  
Vol 8 (1) ◽  
pp. 91
Author(s):  
Elis Homsini Maolida ◽  
Vina Aini Salsabila
Keyword(s):  
Action Research ◽  
Writing Process ◽  
Collaborative Writing ◽  
Average Score ◽  
Writing Project ◽  
Writing Improvement ◽  
English Writing ◽  
Independent Writing ◽  
Score Improvement ◽  
Integrating Process

This study goes into how an integration of process-genre approach and project ibunka improves students� English writing. Through Process-Genre approach, students put in writing essays by combining Process and Genre based writing. Meanwhile, Project Ibunka as an online collaborative writing project is deployed as a means of publishing the students� writing to be read and commented by other students from various cultures and countries. In the context of this study, Ibunka also provides sources used to explore the topic and as a writing model. This study is a classroom action research that involved 46 university students in two classes who learned to compose English essays in three learning cycles within twelve meetings. The integration of Process-Genre and Project Ibunka is implemented in four stages: introducing and exploring theme and topics of writing, modeling and determining genre, joint writing and independent writing. In joint and independent writing, the students go through several stages of writing process such as planning, drafting, writing, revising and editing. The result of essays scoring shows average score improvement in both classes from cycle 1 to cycle 2 and cycle 3. This students� writing improvement is also confirmed by students� positive responses revealed from observation, questionnaire and students interview.

Engaging in Virtual Collaborative Writing

2010 ◽  
pp. 65-87 ◽  
Author(s):  
Patti G. Wojahn ◽  
Kristin A. Blicharz ◽  
Stephanie K. Taylor
Keyword(s):  
Pilot Study ◽  
Collaborative Writing ◽  
Small Pilot Study ◽  
Writing Project ◽  
Collaborative Processes ◽  
Group Satisfaction ◽  
Common Goals ◽  
Virtual Project ◽  
Survey Responses ◽  
Do So

In this chapter, the authors discuss factors useful for virtual collaborators to consider when initiating a new writing project. They identify the importance of and challenges common to getting to know others through virtual means. They then address issues associated with establishing expectations and protocols for the collaborative processes to be used for a given project. They do so by drawing from the literature on and their own experiences with virtual collaborative writing, as well as from communication logs and survey responses gathered from a small pilot study conducted in 2007. This pilot study focused on behavior and perceptions related to multiple types of communicative tools for interacting in daily workplace practice. They argue that behaviors, perceptions, expectations, and previous practice can all inform rules of engagement that can benefit teams working in virtual contexts. Time spent planning for the collaboration by defining common goals, rules, and guidelines in early stages of a virtual project can improve the collaborative experience: subsequent efficiency; role, task, and deadline delineations; and group satisfaction.

WikiTextbooks: Designing Your Course Around a Collaborative Writing Project

PRIMUS ◽  
2014 ◽  
Vol 24 (7) ◽  
pp. 574-593 ◽  
Author(s):  
Brian P. Katz ◽  
Elizabeth Thoren
Keyword(s):  
Collaborative Writing ◽  
Writing Project

Reflecting on Maltese school‐based counselling practices: An autoethnographic collaborative writing project

2019 ◽  
Vol 20 (1) ◽  
pp. 81-91
Author(s):  
Ruth Falzon ◽  
Carmen Galea ◽  
Rita Galea ◽  
Silvia Galea ◽  
Maud Muscat
Keyword(s):  
Collaborative Writing ◽  
Writing Project ◽  
School Based

A Model of Transformative Collaboration

2010 ◽  
Vol 61 (4) ◽  
pp. 324-340 ◽  
Author(s):  
Ann L. Swartz ◽  
Jacqlyn S. Triscari
Keyword(s):  
Transformative Learning ◽  
Complex Adaptive Systems ◽  
Adaptive Systems ◽  
Descriptive Analysis ◽  
Collaborative Writing ◽  
Science Literature ◽  
Writing Project ◽  
Grounded Theory Research ◽  
Complex Adaptive ◽  
Theory Research

Two collaborative writing partners sought to deepen their understanding of transformative learning by conducting several spirals of grounded theory research on their own collaborative relationship. Drawing from adult education, business, and social science literature and including descriptive analysis of their records of activity and interaction throughout a writing project, this article exhibits a comprehensive model of collaboration that integrates both transformative learning and dynamic/complex adaptive systems perspectives.

Collaborative Writing in Graduate Technical Communication: Is there a Difference?

1994 ◽  
Vol 24 (4) ◽  
pp. 405-419 ◽  
Author(s):  
Carol M. Barnum
Keyword(s):  
Graduate Students ◽  
Collaborative Writing ◽  
Assessment Tools ◽  
Professional Communication ◽  
Professional Experience ◽  
Graduate Course ◽  
Group Assessment ◽  
Writing Project ◽  
Product And Process ◽  
Technical And Professional Communication

Although there is much literature that describes collaborative writing projects in undergraduate courses, little is reported about such projects for graduate students. This article reports the results of a collaborative writing project in a graduate course in usability testing. Because the graduate students were sophisticated practitioners in career positions in technical and professional communication, the instructor made the assumption that the normal requirements of journal checks, conferences, and self- and group-assessment tools would not be needed. The results proved otherwise. An analysis of the two teams' efforts—both product and process—establishes the need for structure and guidance for graduate collaborative writing projects, regardless of the audience's professional experience.

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