"A Hundred Times We Learned from One Another" Collaborative Learning in an Academic Writing Workshop

Autor/inn/en	Dowse, Cilla; van Rensburg, Wilhelm
Titel	"A Hundred Times We Learned from One Another" Collaborative Learning in an Academic Writing Workshop
Quelle	In: South African Journal of Education, 35 (2015) 1, Artikel 860 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Collaborative Writing; Writing Instruction; Workshops; Proposal Writing; Graduate Students; Feedback (Response); English (Second Language); Second Language Learning; Academic Discourse; Second Language Instruction; Peer Relationship; Tutors; Laboratories; Writing (Composition); Student Attitudes; Questionnaires; Needs Assessment; Foreign Countries; Intervention; South Africa + Suchen Sie Ihr Suchwort? Schreibunterricht; Lernwerkstatt; Schulung; Antragstellung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Discourse; Diskurs; Fremdsprachenunterricht; Peer-Beziehungen; Förderlehrer; Lehrender; Tutor; Laboratory; Laboratorium; Schreibübung; Schülerverhalten; Fragebogen; Bedarfsermittlung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Using Design Research as methodology and research design type, this article reports on a research proposal writing workshop conducted with Education postgraduate students, with the aim of ascertaining the roles that conversation, collaboration and feedback play in constructing meaning and supporting writing. It was found that through conversation, as part of a general discourse within a community that students whose first language may differ from that of others, but for whom the language of learning is English, are able to share with tutors and other students, and to negotiate meaning. The construction of knowledge is consequently dependent on conversation between students, their peers and the tutors within a collaborative community, such as a writing centre, in which feedback on writing is offered and received in order to support student writing. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Tel: +27-12-420-5798; Fax: +27-12-420-5511; Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01