Collaborative Writing Instruction and Communities of Readers and Writers
Collaborative Writing Instruction and Communities of Readers and Writers
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协作写作教学以及读者和作家社区
DOI：
10.1002/j.1949-3533.1999.tb00169.x
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发表时间：
1999
期刊：
影响因子：
1.4
通讯作者：
Alan Hirvela
中科院分区：
文献类型：
--
作者：
Alan Hirvela
本文描述了一种合作写作的方法，该方法结合了Carson和Nelson(1996)前面提到的单一项目的想法，以及Fish(1980)的解释性社区的概念，以建立学生读者和作家的社区，他们一起阅读一篇课文并写一篇关于它的论文。换句话说，学生组成合作小组，对课文进行解释和回应，通过持续的、动态的讨论和谈判过程，充分利用合作学习的方法，产生集体而不是个人的阅读和作文。通过这种方法，学生提高了阅读和写作能力。在简要回顾了协作学习的相关观点之后，本文提出了一份协作阅读/写作作业，并讨论了在写作小组中使用这种方法的优势以及它对协作方法的好处。
This article describes an approach to collaborative writing that combines Carson and Nelson’s (1996) idea of a single project, mentioned earlier, with Fish’s (1980) notion of interpretive communities to build communities of student readers and writers who, together, read a text and write a paper about it. In other words, students form cooperative groups that interpret and respond to texts to produce collective, rather than individual, readings and compositions through an ongoing, dynamic process of discussion and negotiation that takes full advantage of a collaborative approach to learning. Through such an approach, students develop reading and writing abilities. Following a brief review of relevant perspectives on collaborative learning, the article presents a collaborative reading/writing assignment and discusses the advantages of using such an approach with writing groups as well as its benefits to a collaborative methodology.