Academic literature on the topic 'Collaborative writing production'

Writing has generally been perceived as a solitary activity, completed by the writer working alone. Yet, over the years we have witnessed a growing interest among researchers and educators inCollaborative Writing, an activity that can be simply defined as the involvement of two or more writers in the production of a single text. This interest has been driven by two main factors. The first factor is the nature of workplace writing. Studies (e.g. Ede & Lunsford 1990; Mirel & Spilka 2002) have shown that in a number of workplaces, writing is often completed in teams rather than individually. The second factor is the advent of Web 2.0 applications such as blogs, wikis, and Google Docs, which have transformed literacy practices, making the creation and sharing of texts easier and more readily acceptable (Hyland 2016; Vandergriff 2016). In the field of second language (L2) learning, interest in collaborative writing was also spurred by early research conducted by Swain and her colleagues (e.g. Swain & Lapkin 1995; Swain 1998; see also timeline for additional references) showing the language learning opportunities of communicative tasks which involve joint written output (e.g. Dictogloss).

In making a contribution to this collection of writings, and in writing to and with them, this paper is not conceived, designed or presented as summative, conclusive or as a synthetical representation of the other writings in this edition. This paper appears at the end of the collection simply and only because of the proclivities and necessities of the linearity and organisational requirements of journal production. It is written and presented with the hope that it will diffract from the (im)possibilities of rigid classification and of creating a category of difference with which to capture or unitise collaborative writing. Further, this paper, in resisting closure and conclusion, also wishes to write with and for becoming collaborative writing, sensing the opportunities, the potential and the creative anticipations that writing collaboratively always seems to afford. Any sense gained from reading the paper that it offers celebratory hints, suggestions of gratitude and an indication of pleasure gained in sharing the esteemed company of friends and colleagues is entirely intentional.

Collaborative writing is the joint production of a text by two or more writers. Despite the widespread use of collaborative writing in the world outside the second language (L2) classroom, the use of collaborative writing tasks in L2 classes, to date, seems relatively limited. The overarching aim of this article is to suggest that collaborative writing activities, if carefully designed and monitored, may form an optimal site for L2 learning. The article begins by providing a brief theoretical rationale for collaborative writing, drawing on both cognitive and sociocultural theories. It then reviews the small number of published studies that have investigated collaborative writing in different L2 contexts. This review provides empirical evidence that working jointly on producing a written text provides opportunities for language learning, but that factors such as task type, L2 proficiency, and the relationships that the learners form affect these opportunities and may also affect language-learning gains. The chapter then considers new directions in implementing collaborative writing: online collaboration via wikis. The article concludes by highlighting the factors that need to be considered in order to maximize the language-learning potentials of collaborative writing in face-to-face and online modes.

This paper discusses the use of digital online resources as a means to foster collaborative writing in EFL lessons. Two main online free platforms are suggested and briefly analyzed: Powtoon and Google Docs. The discussion finds theoretic support in the new literacies approach in the studies of the New London Group, Gee and Hayes (2012) and adopts a Bakhtinian orientation to language as social practice. The ideas presented are meant to be explored in EFL lessons in a variety of different learning levels and teaching contexts, ranging from basic to higher formal education as well as language schools. It is both a proposal and an exploratory study which aims at expanding the discussion concerning the processes of teaching and learning how to write in English in Brazilian formal educational contexts.

In the writing classroom, collaborative learning often takes the form of co-authoring, peer workshops or critique sessions. While useful, what other active learning approaches might be effective, particularly in light of the range of media with which students are increasingly familiar? World-building—creation of an alternative/speculative or futuristic land, world or universe—offers an approach to fiction writing amenable to both creative collaboration and digital modalities. This article examines how a team-based world-building project in an advanced writing course engenders creative-making through active learning and collaboration; builds upon the multi-modalities and genres through which many students already engage with fiction (video, online and/or fantasy role-playing games, horror, speculative and science fiction); and leverages both physical and virtual space as creative collaborative environments. With this approach, students in a seated class team up to create original alternative worlds in an online environment--including production of both digital and physical artifacts--within which their own (individual) stories are set. The result is movement between real and virtual space, as well as between shared creative acts and personal imaginative writing.

In the past two decades, the growing rage of computer mediated environments (CMC) affords new literacies and new opportunities for language learners to experience, construct, communicate, and access knowledge (Ware, Kern & Warschauer, 2016). Also, it suggests that writing in multimodal in the digital ear contributes to its production and interpretation (Canagarajah, 2013) and can be particularly beneficial for L2 learners’ writing practices (Elola & Oskoz, 2010) such as writing quality (Stroch, 2005), writing fluency (Bloch, 2007), academic voices (Sperling & Appleman, 2011) and a sense of audience (Sun & Chang, 2012). Google Docs and online text-chat systems are prominent collaborative tools for group writing, and the result shows that the focus group displayed a mixed-interaction pattern, a collaborative pattern in two online text-chat systems, and a more dominant-passive pattern while co-constructing the text. They study also explored that changing the mode of communication from Line to Google Docs chat-room appears to have led to an increase in the participants’ interaction and communication and seems to have facilitated collaboration. Participants make a significant contribution of two types of writing changing functions, adding and correcting in the text and make revisions to their text.

Hong Kong’s non-white ethnic minorities – including its Filipina residents – are often described in media and policy discourses as a unified group. Speaking back to this misconception, in this article we describe the gendered experiences of two 23-year old Filipinas born and raised in Hong Kong through what Claudia Mitchell has described as girl method – research with girls for girls and about girls’ concerns – in our case producing visual depictions of girlhood in cellphilms (cellphone + filmmaking + intention) and collaborative writing. We write together as co-researchers to extend participatory approaches to research dissemination as we make sense of the changing political situation in Hong Kong in the years since our first collaboration in 2015. Through a polyvocal – many voices writing together – reflection on a cellphilm production project on identities and belonging four years later, we argue that Filipina identity in Hong Kong is complex and multifarious, and we aim to disseminate knowledge by and for Filipina Hong Kongers that speaks back to the erasure of their experiences within larger discourses about Filipinas, gender, and activism in Hong Kong.

Create An Opera! was a fortnightly devising workshop led by the author at Theatre Delicatessen studios in London in 2017–20. It was free to the general public and attracted participants including both experienced and inexperienced performance practitioners. It aimed to create a safe, inclusive environment for experimentation in writing, composition and collaborative performance. This initiative arose from the author’s interest in challenging the sociopolitical traditions and hierarchical infrastructures associated with opera production. Inspired by the ethos of devised theatre, the workshops created a space for participants to be involved in both creative and performance aspects, working individually and collaboratively. This article presents the pedagogical and creative methodologies informing the delivery of the workshops, focusing on inclusion, collaboration and independent creativity.

The purpose of this article is presenting how the use of Collaborative Writing (CW) through Storybird, a web 2.0 tool which promotes the creation of stories collaboratively, led two groups of learners to improve certain specific aspects of their writing skill. Both groups, the former one with fifteen students and the latter one with ten students, were about to complete a two-year general English course at Instituto de Lenguas de la Universidad Distrital (ILUD) in Bogotá, Colombia. Although their English language proficiency was expected to be at an upper-intermediate level (B2) according to the Common European Framework of Reference for languages (CEFR), their writing skill was below average. Two pedagogical interventions were performed at two diferent times, the first one from October to November 2010, and the second one from March to April 2011. Pre and posttests, focus groups, surveys and reflective journals were used and data was analyzed following coding procedures. The findings revealed that the CW supported with Storybird encouraged learners to create narrative texts and their positive attitude towards the production of stories increased. Moreover, an improvement in learners’ vocabulary and increased attempts to use complex language forms to write were noticeable.

In recent years the term collaborative has taken on powerful—if not contested—meanings in anthropology, resulting in spirited discussions concerning methodology, the production of knowledge, and ethnographic authority (e.g., Field and Fox 2007; Rappaport 2007). Perhaps the central voice in this dialogue is Luke Lassiter, who argues for an, approach to ethnography that deliberately and explicitly emphasizes collaboration [with native consultants] at every point in the ethnographic process without veiling it—from project conceptualization to fieldwork, and especially through the writing process (Lassiter 2005:16).

Published in: M.Sharples (Ed) Computer Supported Collaborative Writing. (London: Springer-Verlag) 1993. pp 69-86. INTRODUCTION: Psychologists have been taking an increasing interest in the writing process over the last decade and models of human cognition and task behaviour during writing are emerging (see e.g., Hayes and Flower 1980, Sharples et al 1989). Though we are far short of a complete model of this process several basic components have been identified and most theorists allude to these at some stage in their description. For example, it is reckoned (as much from common sense as experimental analysis) that most writing proceeds through a basic sequence of actions from a rough plan through a draft to a revision stage which may occur cyclically until the writer believes the document is ready. Plans can be considered as either detailed or vague, influenced by expectations of the readerâ s knowledge, the typical form of the document being produced and so forth. The drafts may vary from the extremely sketchy to the almost complete depending on the writerâ s experience, knowledge of the subject, preferred writing style etc. and revisions include such acts as minor spell checking, proofreading or complete re-writes.

Cette recherche-action a pour objectif de mesurer les impacts d'une expérimentation de la révision collaborative étayée en didactique de la production écrite en langues étrangères. Un dispositif d'enseignement de la révision collaborative a été élaboré et expérimenté pendant un semestre dans une classe de vingt-deux étudiants vietnamiens de français langue étrangère. Dans la classe expérimentale, les textes ont été révisés par le pair à l'aide d'une grille de révision collaborative, puis réécrits et corrigés par l'enseignant. Dans la classe de contrôle, les textes ont été écrits une fois et révisés par l'enseignant. Un corpus de textes et rétroactions, des interactions orales entre pairs, des tests, un questionnaire d'auto-évaluation, des entretiens semi-directifs ont été recueillis comme données. Les résultats montrent des impacts significatifs de la révision collaborative étayée sur les stratégies de révision, sur la qualité de la cohérence dans les textes et sur la relation entre le rédacteur et le lecteur. Ce nouveau mode d'apprentissage a été bien évalué par les étudiants.

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Traditional studies of Portuguese language are focused on grammar rules, also known as prescriptive. But there are some text studies and decades of discourse brought new way to treat the text, which has been occurring since the 1980s Moreover, with the advent of information and communication technologies, it is often the production and circulation of texts hybrids, or produced from many semiosis. In literacy events of this nature, the statements that are part of the lives of adolescents and young people are thus produced and circulate in technologies that combine sound, image, movement and words in a multi-way relationship. In this context, treating the text considering only the verbal aspect is to ignore the extent of any practical language usages in which adolescents and young people are included. Therefore, to meet a teaching project whose goal is to understand the writing production in more authentic situations, it is necessary to consider the relationship between teens, technology and virtual environment. The emergence and popularization of hybrid texts in multiple contexts, makes it even more complex craft teacher in work, school, text and context. And it is this complexity that motivated the objectives of this study and therefore the formulation of the question: - What brings gains for the production written at school, the exploitation of activities in digital collaborative environment? This work is a qualitative-interpretative and ethnographic research from documents located in the area of Applied Linguistics and comprises the production of gender "opinion piece" production that performed in five groups of students about in digital tool - Google Drive - connected to the internet. The records generated by this tool form the analysis of material from which the data in this study were generated. The overall objective was to conclude that earnings exploitation of literacy practices in collaborative virtual environment can be obtained for the production of writing in school. As for the specific objectives are to analyze how interactions (speeches and dialogues) between students build a knowledge related to the production of written texts and how the digital context affects the configuration of the proposed speech. The analysis found that the displacement of predominantly verbal text focus to set multisemiotic brought some gains for writing production, for example, exploring the relationship between verbal and image, using link and hyperlink to establish a relationship Intertextual and increase the informative and argumentative level of the text. The articulation of different semiosis, in a multiplicity of meanings, extends the ideas contained in the final text of groups produsuários students. It was also detected that the use, by itself, does not bring new technology guarantees that the operation of large amounts of light information to produce a better quality writing point of view of integration skills.
Os estudos tradicionais de Língua Portuguesa se focalizam na gramática normativa, também conhecida como prescritiva. Porém há algumas décadas estudos do texto e do discurso trouxera nova maneira de tratar o texto, o que vem ocorrendo desde os anos 1980. Além disso, com o advento das tecnologias da informação e de comunicação, é frequente a produção e a circulação de textos híbridos, ou seja, produzidos a partir de muitas semioses. Em eventos de letramento dessa natureza, os enunciados que fazem parte da vida dos adolescentes e dos jovens são, pois, produzidos e circulam em tecnologias que misturam som, imagem, movimentos e palavras em uma relação de múltiplos sentidos. Diante desse contexto, tratar o texto considerando somente o aspecto verbal é ignorar a dimensão das práticas significativas de usos de linguagens em que adolescentes e jovens estão inseridos. Assim sendo, para atender a uma proposta de ensino cujo objetivo seja compreender a produção de escrita em situações mais autênticas, é necessário considerar a relação entre adolescentes, tecnologia e ambiente virtual. O surgimento e a popularização de textos híbridos, em múltiplos contextos, torna ainda mais complexo o ofício do professor em trabalhar, na escola, o texto e o contexto. E é exatamente essa complexidade que motivou os objetivos deste trabalho e, por consequência, a formulação da seguinte pergunta: – Que ganhos traz, para a produção escrita na escola, a exploração das atividades em ambiente colaborativo digital no Ensino Fundamental? Este trabalho é uma pesquisa qualitativo-interpretativa e de cunho etnográfico, com análise documental situada na área da Linguística Aplicada e compreende a produção do gênero “artigo de opinião”, produção essa realizada em grupos de cinco alunos aproximadamente, em ferramenta digital – Google Drive – conectada à internet. Os registros gerados por essa ferramenta formam o material de análise a partir do qual os dados deste estudo foram gerados. A pesquisa foi realizada em uma escola pública no município de Foz do Iguaçu e foram envolvidas duas turmas do nono ano. O objetivo geral consistiu em depreender que ganhos a exploração de práticas letradas em ambiente virtual colaborativo podem ser obtidos para a produção de escrita na escola. Já quanto aos objetivos específicos, consistem em analisar como as interações (intervenções e diálogos) entre os alunos constroem um saber relacionado à produção de textos escritos e como o contexto digital afeta a configuração do discurso proposto. A análise detectou que o deslocamento do foco do texto predominantemente verbal para enunciados multissemióticos trouxe alguns ganhos para a produção da escrita, como, por exemplo, a exploração da relação entre linguagem verbal e imagem, o uso de link e de hiperlink para estabelecer relação intertextual e aumentar o grau informativo e argumentativo do texto. A articulação das diferentes semioses, em uma multiplicidade de sentidos, amplia as ideias contidas nos textos finais dos grupos de alunos produsuários. Detectou-se também que o emprego, por si só, de novas tecnologias não traz garantias de que a exploração de grandes quantidades de informações leve à produção de uma escrita de melhor qualidade do ponto de vista da integração de conhecimentos.

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This dissertation aims to develop a collaborative-critical work with a teacher of Science in order to understand and to transform the work with production of written summaries of expository texts which were read by the students. Specifically, this research aims to understand critically the meanings brought by the participants and how they share new meanings on the summary of expository texts as a tool for teaching-learning in Science classes. The research is organized through two socialhistorical activities (Reflexive Session and Class) that are related, in part, by the object summary production and the participants researcher and teacher , that enable the learning concepts to be understood, questioned and shared, like a creative chain (Liberali, 2011) and that contextualize the critical formation for the research participants. It is supported by Social-Historical-Cultural Activity Theory (TASHC), which conceives the man's work activity as a way for transforming society and the man himself. It s also supported by Bakhtin/Volochinov s discussions about the ways the subject is constituted as a social being, inserted in a particular context of communication and implicated in oral and written productions, in these specific situations. The discussions through TASCH provide an understanding of contexts of teacher formation in which the language enables the construction of ZPDs (Zones of Proximal Development) for the participants understanding and sharing of meanings. The contributions given by Dolz & Schneuwly (2004) will assist in understanding language organization in social practices with the genre summary , as a tool of teaching-learning in reading and writing texts. The Collaborative Critical Research, as discussed by Magalhães (2007; 2009; 2010) e Magalhães & Oliveira (2011) supports the methodological choices in close relationship within the theoretical base and the research contents. The analyzed data were produced during Reflexive Sessions with a teacher of Natural Science and through observing some of her classes. The results show the complexity of the collaborative-critical work and the transformation in some concepts on written production of summaries as an instrument of teaching-learning Science
Esta dissertação tem como objetivo geral desenvolver um trabalho colaborativo-crítico com uma professora de Ciências para compreensão e transformação do trabalho com produção de resumos de textos expositivos lidos pelos alunos. Mais especificamente, é objetivo desta pesquisa compreender criticamente os sentidos das participantes e o compartilhamento de significados sobre resumo de textos expositivos como instrumento de ensino-aprendizagem em aulas de Ciências. A pesquisa está organizada por meio de duas Atividades sócio-histórico-culturais (Sessão Reflexiva e Aula) relacionadas, parcialmente, pelo objeto produção de resumo , e pelos participantes pesquisadora e professora , o que possibilita que os conceitos trabalhados sejam compreendidos, questionados e compartilhados, como uma cadeia criativa (Liberali, 2011) e contextualizem a formação crítica das participantes da pesquisa. Está apoiada na Teoria da Atividade Sócio-Histórico-Cultural, que concebe a atividade de trabalho do homem como transformadora da sociedade e do próprio homem. E ainda, nas discussões de Bakhtin/Volochinov (1929) sobre os modos como o sujeito se constitui como um ser social, inserido em um contexto particular de comunicação e implicado em produções orais e escritas, nessas situações específicas. As discussões da TASCH proporcionam a compreensão de contextos de formação em que a linguagem possibilita a construção de ZDPs para a compreensão dos sentidos das participantes e do compartilhamento de significados. As contribuições de Schneuwly & Dolz (2004) auxiliarão na compreensão das organizações da linguagem nas práticas sociais com o gênero resumo, como instrumento de ensino-aprendizagem na leitura e escrita de textos. A Pesquisa Crítica de Colaboração, como discutida por Magalhães (2007; 2009; 2010) e Magalhães & Oliveira (2011) embasa as escolhas metodológicas em estreita relação com a teoria de base e o conteúdo da pesquisa. Os dados analisados foram produzidos em Sessões Reflexivas com a professora de Ciências Naturais e em observações da sala de aula. Os resultados apontam para a complexidade do trabalho colaborativo-crítico e para a transformação de alguns conceitos sobre a produção escrita de resumos como instrumento de ensino-aprendizagem em Ciências

碩士
國立中央大學
資訊工程學系
101
Currently, the multiple evaluation have supported reading literacy, mathematics literacy and science literacy, but few website focus on the create subject and help teacher to collaborative writing. In the collaborative environment, teachers don’t know how to divide the work and not clear how to use efficiency of method to create subject. Therefore, our goal is given teacher a solution which can solve above-mentioned problems and we modify existing collaborative writing process to suitable innovate subject condition. The process can let teacher to co-work, be structure innovate, achieve divide the work and grasp the innovate subject progress. We apply the HCI (Human Computer Interaction) theorem to analysis teachers they receive the problems in the social website when they are collaborative innovating and we give them the efficiency solution. In our system, it can help teachers to find data quick, sort out data and through the tree structure to grasp collaborative progress. To evaluate this collaborative mode is good or not, we work with ten junior high school teachers and participate reading literacy innovate activities for three months. Finally, we use questionnaire to investigate teacher’s feeling, satisfaction, suggestion and we also interview teachers to understand our system design is good for them or not. In addition, we also compared with the current website the teachers have already used and we analysis these website the advantage and disadvantage. In the last one, we will summarize our conclusions.

Perante as dificuldades sentidas, ao nível da escrita, por alguns alunos da turma do 3º ano, da Escola Básica Pinhal do General, na Quinta do Conde, propôs-se a modalidade da escrita colaborativa, enfatizando, assim, a construção coletiva de aprendizagens, num ambiente adequado à prática, onde o professor tem um papel essencial na gestão de todo o processo de ensino-aprendizagem. Deste modo, procedeu-se a uma revisão de literatura no âmbito da escrita colaborativa, que permitiu evidenciar características próprias desta metodologia, algumas das suas vantagens, bem como algumas das suas limitações, e, ainda, como a mesma pode influenciar no processo de aprendizagem da escrita, e contribuir, assim, para a construção de saberes. Tomando as produções escritas dos alunos um registo importante para a análise e reflexão deste estudo foram realizadas atividades de prática individual, focando a competência escrita de cada aluno, e atividades de prática em pares, baseadas estas mais na parte da colaboração. Nas atividades foram produzidos textos narrativos, descritivos e instrucionais, havendo uma preocupação na implementação de diversos textos com características diferentes uns dos outros. A grande finalidade deste estudo foi tentar perceber de que forma a prática de atividades de escrita colaborativa iriam contribuir para que os alunos melhorassem as suas competências da escrita, a nível individual. Decorrente desta investigação, assente na revisão literária e na metodologia, obtiveram-se algumas conclusões. Alguns dos alunos melhoraram as suas competências de escrita, tendo alguns parâmetros de análise uma melhoria significativa nos resultados finais. É de salientar, igualmente, uma melhoria nas interações entre os alunos, na forma de trabalhar em conjunto e na qualidade do trabalho em grupo desenvolvido em ambiente de sala de aula.
Given the difficulties with the level of writing for some students in the 3rd year of Pinhal do General Primary School, Quinta do Conde, it was proposed the mode of collaborative writing, emphasizing consequently the collective construction of learning in a practice-oriented environment, where the teacher has a key role in managing the whole process of teaching and learning. Thus, we proceeded to a review of the literature in the context of collaborative writing, which has highlighted the characteristics of this methodology, some of its advantages as well as some of its limitations, and also how it can influence the learning process of writing, and therefore help to build knowledge. Taking the writings of students, an important record for analysis and reflection of this study, individual practice activities were conducted, focusing on the writing of each student competence and practical activities in pairs, based these same activities in the collaboration part. In activities, narrative, descriptive and instructional texts were produced, with concern on the implementation of various texts with different characteristics from each other. The great purpose of this study was to try to understand how the practice of collaborative writing activities would contribute to the improvement of their writing skills at the individual level. Following this research, based on literature review and methodology, yielded us some conclusions. Some of the students improved their writing skills, and some analysis parameters had a significant enhancement in the final results. It was noted an improvement in the interactions between students in the form of working together and the quality of work group developed in the classroom environment.
Escola Superior de Educação, Instituto Politécnico de Setúbal

Pour mieux préparer les étudiants pour la vie professionnelle, les formations en niveau supérieur ont eu besoin de se renouveler pour les offrir, en outre des savoirs déclaratifs par rapport aux connaissances spécifiques du domaine de formation, des compétences générales de savoir-faire, savoir-être et savoir-apprendre pour répondre à des nouvelles demandes du marché de travail. Dans le domaine de l’enseignement et de l’apprentissage de langues étrangères, les propositions du Cadre Européen Commun de Reference pour les Langues encouragent l’adoption de l’approche actionnelle et une démarche de travail basée sur la réalisation de tâches. Pour leur application, le scenario d’apprentissage apparaît comme un moyen favorable, surtout en contexte de formation professionnelle, car il propose des rôles et une mission à accomplir de façon collaborative par les étudiants. L’accomplissement de cette mission est, généralement, liée à une production écrite collaborative, laquelle demeure un défi pour les étudiants malgré les avantages que lui est inhérente. Ce travail vise donc à comprendre l’activité d’écriture collaborative à travers l’utilisation de l’outil Google Docs, lequel fournit un historique de révisions qui permet de mieux comprendre la démarche de travail choisie par chaque groupe d’étudiants. Des outils de la Linguistique de Corpus ont été utilisés pour le traitement de données issues de textes finals rendus par les groupes. Les résultats montrent que l’organisation autonome des étudiants pour la réalisation de tâches proposées dans un scenario présente une tendance à la division excessive du travail et un focus dans le résultat, démarche qui inhibe l’apparition des défis inhérents à une expression écrite conjointe et qui défavorise l’apprentissage entre pairs. Il s’agit donc d’un sujet de réflexion aux enseignants dans le moment de l’élaboration de scenarios d’apprentissage pour qu’ils soient tant efficaces pour le développement de compétences générales de savoir-faire, savoir-être et savoir-apprendre que pour le développement de la compétence à communiquer langagièrement à l’écrit.
Para preparar mejor a los estudiantes para la vida profesional, la educación en nivel superior necesita ser renovada para ofrecer, además del conocimiento declarativo del ámbito de la formación especifica, las habilidades generales de saber-hacer, saber-ser y saber-aprender para responder a las nuevas demandas del mercado laboral. En el campo de la enseñanza y del aprendizaje de las lenguas extranjeras, las propuestas del Marco Europeo de Referencia para las Lenguas fomentan la adopción del enfoque orientado a la acción y del trabajo basado en el logro de tareas. Para su aplicación, el escenario de aprendizaje aparece como un medio favorable, especialmente en el contexto de la formación profesional, ya que ofrece papeles y una misión a cumplirse por los estudiantes de forma conjunta. El cumplimiento de esta misión está vinculada, normalmente, a una producción escrita colaborativa, la que representa un desafío para los estudiantes a pesar de las ventajas inherentes a la misma. Este trabajo tiene como objetivo comprender la actividad de escritura colaborativa mediante el uso del programa Google Docs, que proporciona un histórico de revisiones que permite comprender mejor el método de trabajo elegido por cada grupo de estudiantes. Las herramientas de la Lingüística de Corpus se han utilizado para el tratamiento de datos de las producciones finales de los grupos. Los resultados muestran que la organización autónoma de los estudiantes para la realización de las tareas propuestas en un escenario tiene una tendencia a la división excesiva del trabajo y un foco en el resultado que inhibe la aparición de los desafíos propios de la expresión escrita conjunta de los estudiantes y no favorece al aprendizaje entre pares. Por tanto, se trata de un tema de reflexión para los docentes en el momento de la elaboración de escenarios de aprendizaje que sean eficaces tanto para el desarrollo de las competencias generales de saber-hacer, saber-ser y saber-aprender como para el desarrollo de la competencia comunicativa de la lengua en la escritura.
Com o objetivo de melhor preparar os estudantes para a vida profissional, as formações de nível superior precisam se renovar a fim de lhes oferecer, além dos saberes declarativos relativos aos conhecimentos específicos da área de formação, as competências gerais de saber-fazer, saber-ser e saber-aprender para responder às novas demandas do mercado de trabalho. No âmbito do ensino e da aprendizagem de línguas estrangeiras, o Quadro Europeu Comum de Referência para as Línguas promove a adoção da abordagem baseada em ação, a qual se realiza pela execução de uma sequência de tarefas. Para sua aplicação, o cenário de aprendizagem aparece como um meio favorável, sobretudo em contexto de formação profissional, porque ele propõe papéis de atuação e uma missão a ser cumprida de maneira colaborativa pelos estudantes. A realização dessa missão está, geralmente, relacionada a uma produção escrita colaborativa, a qual continua sendo um desafio para os estudantes, apesar das vantagens que lhe são inerentes. Então, este trabalho se propõe a uma compreensão da atividade de escrita colaborativa através do uso da ferramenta Google Docs, o qual fornece um histórico de revisões que permite melhor compreender a progressão do trabalho em cada grupo de estudantes. Ferramentas da Linguística de Corpus foram utilizadas para o tratamento dos dados oriundos dos textos finais entregues pelos grupos. Os resultados mostraram que a organização autônoma dos estudantes para a realização das tarefas propostas por um scenario apresenta uma tendência à divisão excessiva do trabalho e foco no resultado, o que inibe a aparição dos desafios próprios de uma expressão escrita conjunta e não favorece a aprendizagem entre pares. Trata-se de um tema de reflexão para os professores no momento da elaboração dos cenários de aprendizagem para que eles sejam tanto eficazes para o desenvolvimento de competências gerais de saber-fazer, saber-ser e saber-aprender quanto para o desenvolvimento da competência de se comunicar linguisticamente por escrito.
Higher education needs to be renewed to better prepare students for professional life. Besides offering the declarative knowledge of the specific domain, general skills of know-how, existential competence and ability to learn are demanded by the labor market. In the field of teaching and learning foreign languages, the Common European Framework of Reference for Language proposes the adoption of action-oriented approach by performing tasks to respond to this demand. In its application, the scenario appears as a favorable way, especially in the context of professional training because it offers roles to students and a mission to be accomplished collaboratively. The mission accomplishment usually relates to a collaborative written production, which remains a challenge for the students despite its advantages inherent. This work aims to understand the collaborative writing activity by using the Google Docs tool, which provides a history of revisions that allows better understanding the working method chosen by each group of students. Corpus Linguistics tools have been used for the treatment of data from final texts delivered by the groups. The results show that the autonomous organization of students to perform the tasks of a scenario presents a tendency to excessive division of labor and a focus on results, that inhibits the appearance of the own challenges of a collaborative writing and does not encourage peer learning. It is therefore a topic to be considered by teachers when preparing a scenario, which needs to be as effective for the development of general skills of know-how, existential competence and ability to learn as for the development of communicative language competence in writing.

Scrivere di Islam. Raccontare la diaspora (Writing About Islam. Narrating a Diaspora) is a meditation on our multireligious, multicultural, and multilingual reality. It is the result of a personal and collaborative exploration of the necessity to rethink national culture and identity in a more diverse, inclusive, and anti-racist way. The central part of this volume – both symbolically and physically – includes Shirin Ramzanali Fazel’s reflections on the discrimination of Muslims, and especially Muslim women, in Italy and the UK. Looking at school textbooks, newspapers, TV programs, and sharing her own personal experience, this section invites us to change the way Muslim immigrants are narrated in scholarly research and news reports. Most importantly, this section urges us to consider minorities not just as ‘topics’ of cultural analysis, but as audiences and cultural agents. Following Shirin’s invitation to question prevailing modes of representations of immigrants, the volume continues with a dialogue between the co-authors and discusses how collaboration can be a way to avoid reproducing a ‘colonial model’ of knowledge production, in which the white male scholar takes as object of analysis the work of an African female writer. The last chapter also asserts that immigration literature cannot be approached with the same expectations and questions readers would have when reading ‘canonised’ texts. A new critical terminology is needed in order to understand the innovative linguistic choices and narrative forms that immigrant writers have invented in order to describe a reality that has lacked representation or which has frequently been misrepresented, especially in the discourse around the contemporary Muslim diaspora.

Dibdin’s younger son Thomas’ work as a dramatist reveals both change and continuity in expectations of dramatic authorship and theatrical practice in the early nineteenth century. This chapter explores the collaborative nature of Dibdin’s writing: his scripts were not finished literary texts, but raw materials designed to be fully realized only in performance, as celebrated actors brought their own contributions to their roles. While the results were immensely popular with audiences, these methods came under increasing fire from critics such as Leigh Hunt, who damned Dibdin for failing to live up to their new, literary expectations of dramatic authorship and the sovereignty of the author’s text. The gathering forces of specialization and the privileging of the author as twin hallmarks of legitimate cultural authority were beginning to create new hierarchies of theatrical production, genres, and styles, highlighting the contrasts between the era of Charles Dibdin the Elder and that of his sons.

This chapter is based on writing that the author undertook with members of Sangtin Kisaan Mazdoor Sangathan (SKMS) in Hindi and English between 2004 and 2012, as well as on her own reflections on that writing. It traces the beginnings of the creative journey with sangtins that led to the making of the collaborative book Sangtin Yatra (Anupamlata et al. 2004, Sangtin Lekhak Samooh 2012), and analyzes the political battles that emerged from this yatra in multiple sites. It begins with a brief sketch of Sangtin Yatra and its meanings for the authors' intellectual and political growth as an alliance across borders. The two subsequent sections consider the effects of Sangtin Yatra, and how these inserted the collective into struggles around the politics of knowledge production in institutional sites that the collective had not encountered before. Finally, it reflects on the manner in which the transnational nature of the alliance has enabled critical engagements with structures and norms of professionalism and expertise locally, regionally, nationally, and transnationally, as well as the limitations and contradictions that remain buried in these engagements.

This chapter discusses the collaborative and institutionalized mode of production in studio-era Hollywood through the lens of the two major projects that comprised the work of the final year of F. Scott Fitzgerald’s life: the screenplay “Cosmopolitan” and the unfinished novel The Last Tycoon. These texts modify the modernist literary trope of the woman-in-series in concert with classical Hollywood’s defining logic of substitution and repetition. Ultimately derived from the basic seriality of the photogrammatic track, this logic is incarnated by female characters in “Cosmopolitan” and The Last Tycoon who, in refusing to remain silent substitutes for other women, rupture the illusory conceits of seamless fictional narration in classical Hollywood—and its equally seamless discourse of femininity. Fitzgerald’s Hollywood writing thus confronts the gendered and racialized limits of the modernist literary field and, in the process, unravels the myth of the solitary author and the singular, stable literary text.

How did authors control the literary fates of fictional characters before the existence of copyright? Could a second author do anything with another author’s character? Situated between the decline of the privilege system and the rise of copyright, literary borrowing in eighteenth-century Germany has long been considered unregulated. This book tells a different story. Characters before Copyright documents the surprisingly widespread eighteenth-century practice of writing fan fiction—literary works written by readers who appropriate preexisting characters invented by other authors—and reconstructs the contemporaneous debate about the literary phenomenon. Like fan fiction today, these texts took the form of sequels, prequels, and spinoffs. Analyzing the evolving reading, writing, and consumer habits of late-eighteenth-century Germany, Characters before Copyright identifies the social, economic, and aesthetic changes that fostered the rapid rise of fan fiction after 1750. Based on archival work and an ethnographic approach borrowed from legal anthropology, this book then uncovers the unwritten customary norms that governed the production of these works. Characters before Copyright thus reinterprets the eighteenth-century “literary commons,” arguing that what may appear to have been the free circulation of characters was actually circumscribed by an exacting set of rules and conditions. These norms translated into a unique type of literature that gave rise to remarkable forms of collaborative authorship and originality. Characters before Copyright provides a new perspective on the eighteenth-century book trade and the rise of intellectual property, reevaluating the concept of literary property, the history of moral rights, and the tradition of free culture.

Gender, Performance, and Authorship offers a different way to consider the creation of the major characters of the Abbey Theatre, holding the lines between writing and performing up to scrutiny, and ending with a connection between theatrical and film performance. The book challenges the way that authorship and ownership have been defined as far back as the earliest productions at the Abbey, offering a redefinition of authorship and gender in these plays that reveals the influence and unheralded power of actresses at the Abbey. The book begins with W. B. Yeats’s collaboration with Laura Armstrong in his earliest plays, his work with Maud Gonne on both The Countess Cathleen and Cathleen ni Houlihan, and then discusses J. M. Synge’s productive work with Molly Allgood (stage name Maire O’Neill) first in The Playboy of the Western World and then in Deirdre of the Sorrows, a play she helped complete after his death. A chapter on the six women necessary to the creation of Yeats’s Deirdre follows, before an Epilogue exploring connections between the tableau movement, the Abbey Theatre, and Sara Allgood’s film work.

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.

This study represents a clipping of the author's thesis, and it aims to discuss the production of the genre ‘personal recounts' through collaborative tweets in a Brazilian classroom. This research investigates the online collaboration and feedback through Twitter by English students as a foreign language (EFL). Learners provided peer feedback via tweets to improve each other's personal recounts. This discussion focuses on analyzing the personal recounts production in an EFL classroom located at Universidade Federal de Minas Gerais (UFMG) in Belo Horizonte, the capital of Minas Gerais State, Brazil. Based on the research outcomes, it has been concluded that digital technologies, aligned with effective feedback and collaborative learning, helped develop EFL writing. It also encouraged learners' autonomy by establishing their effective participation in production and revision in collaboration with their classmates.

This paper outlines pioneering work in the field of subsea compressor technology. The guiding design principles for the subsea motor-compressor of the authors’ company were operational safety, robustness, reliability, and remote operability. An early demonstrator was realized and tested in collaboration with the end-user upfront and consecutively improved gradually where indicated. This turned out to be beneficial in the phase of project execution since the early knowledge of application specific requirements resulted in an already elaborated overall design basis. The presented design also draws on extensive top side experience from sealed motor-compressors, where a portion of the process gas is taken directly from an intermediate stage of the compressor and fed back to the suction line after passing through, and thus cooling, the motor and the active magnetic bearings. This minimizes the number of interfaces and required sub-systems. Various simulations were performed to account for differences between subsea and topside environments. The focus of the work presented in this paper is on the effect of the high heat transfer resulting in an altered overall temperature situation. At the time of writing, the first units of the discussed subsea motor-compressor have successfully passed Factory Acceptance Testing (FAT) under atmospheric conditions. At the moment, they are being prepared for extended submerged testing with production gas at a test facility of the end-user.