Creating a Collaborative Classroom Why is collaboration important?
Collaborative writing activities Collaborative writing Some teachers tend to avoid writing in class, perhaps feeling that as it is something which learners do individually and in silence, it is better done for homework.
However, when writing is done as a collaborative activity, it can have many of the same benefits of a group speaking activity: Discussing the writing process obviously provides more opportunities for learners to interact in English, a benefit in itself.
It can also help learners to develop their communicative competence by forcing the negotiation of meaning. As learners try to express their ideas to each other, they will have to clarify, rephrase and so on.
The process should collaborative writing assignment help them to actually develop their ideas. Even if students are to go on to write individually, planning together can be very motivating. It tends to work best if the process is given some kind of structure, so that the group is not simply staring at a blank sheet.
In terms of getting ideas, I love this activity from Learner based Teaching. Students are preparing to write about a topic they know a lot about, such as a hobby or their job.
They write the topic at the top of a piece of paper, then, sitting in a circle, the pieces of paper are passed round clockwise.
When the paper comes back to its original author, they then have to write a text which answers ALL the questions, organised in a logical way. The texts are then displayed with the questions and see how they question was answered, asking for clarification if necessary.
One of my favourite activities for collaboratively planning academic type essays is to start by brainstorming the topic onto a mind-map on the board, or use a mind-mapping tool.
For example, in describing a festival in your country, you might have sections for dress, food, music and so on.
Then stick a Cuisenaire rod of a different colour onto each section of the mind-map. Of course, you could use coloured strips of paper, but I like Cuisenaire rods… Next, put the students into smallish groups and give each group a set of rods in the same colours.
They can then use the rods to decide or to order and arrange the topics within the essay. Writing collaboratively The first activity that came to my mind when thinking about collaborative writing was the time-honoured circle writing activity. One student writes a line, then passes it on to another who writes the next line and so on.
I have to admit that I am not actually very keen on this activity. It can have some amusing outcomes, but I wonder what exactly the students are learning, as the process rarely produces a coherent or cohesive outcome. This works beautifully with more advanced learners who have been learning about the features of different genres.
Start by brainstorming different types of narrative genres, such as news article, romance, conversation, fairytale, sci-fi. Ask each student to choose a genre they would like to write in and ask them to think about the features of their genre, e.
Put the students into groups ofthen ask each of the to write the first paragraph of a narrative in their genre. After an agreed time limit they pass the papers clockwise, read the new story and write the next paragraph, but in their own genre, rather than following the original genre.
Continue until the story reaches its originator, who writes the concluding paragraph. Some of the stories can then be read aloud and the students listening have to say what genre they think each paragraph is.Academic writing is conducted in several sets of forms and genres, normally in an impersonal and dispassionate tone, targeted for a critical and informed audience, based on closely investigated knowledge, and intended to reinforce or challenge concepts or srmvision.com usually circulates within the academic world ('the academy'), but the academic writer may also find an audience outside via.
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English Language Arts Standards» Anchor Standards» College and Career Readiness Anchor Standards for Writing» 4 Print this page. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
A collaborative writing project Stacie Renfro Powers, Courtenay Dunn-Lewis, and Gordon Fraser University of Connecticut Writing Center The resource.