The distinction between loose, informal collaboration in private and single authorship or formal co-authorship in public has been crumbling for some years. The growth of interdisciplinary studies, international research projects, and distributed work groups within large companies, has exerted political and organizational pressure on writers to be seen to be collaborating. These writing groups often consist of people who rarely meet face-to-face, yet they are expected to collaborate closely, and to tight schedules. However, far more widespread than acknowledged co-authorship, is the practice of loose, informal collaboration: the sharing of ideas and opinions, supportive but critical reading of drafts, and emotional support. Behind the imprint of a single author there lies a complex web of friends, colleagues and unacknowledged influences. Computers seem merely to extend the traditional means of collaboration: electronic mail substitutes for letter writing, computer conferencing substitutes for meetings, shared databases stand in for filing systems and libraries. In fact, each of these systems offers new ways of working and blurs the boundary between informal and formal collaboration. Not until recently have software designers proposed that the best systems to support collaboration are toolkits which enable groups to build software specific to their needs. Computer Supported Collaborative Writing arose from a one-day meeting which provided the first major opportunity for those working in the area of computers and collaborative writing to meet, present their work, and exchange ideas. The aim of the meeting was to bring together people with differing interest - design of software, studies of collaborating writers, CSCW for technical authoring, models of the collaborative writing process - to explore the research problems and offer practical solutions. The chapters of this book are fuller accounts of the work presented during the meeting. Computer Supported Collaborative Writing offers in-depth studies of formal and informal collaboration and proposes preliminary designs for computer tools. It will provide invaluable reading for researchers and students, software designers, and writers.
This dissertation, "Effects of Computer-supported Collaborative Learning on Students' Writing Quality and Conceptions of Writing" by Pui-yee, Wong, 王佩儀, was obtained from The University of Hong Kong (Pokfulam, Hong Kong)...
Synchronous Computer-mediated Collaborative Writing in the ESL Classroom
... Multimedia), and hypermedia. Our efforts at Virginia Polytechnic Institute and State University (VPI & SU) have led to a “hot spot” tool for managing ... video servers at high speeds. Tools like our integrator or systems building on the ...
In chapter 5, Mauri and Onrubia continue the debate about how online collaboration can become a multi-faceted learning ... be invaluable to anyone who is relatively new to embedding online collaborative writing into university teaching.
Therefore, writers in these editorial departments must collaborate effectively and adhere to strict writing guidelines to maintain lower production and translation costs. Virtual collaborationin an organization's technical writing team ...
In the following section we introduce a set of studies of a prototype CSCW sketching tool for remote co-working (Clark and Scrivener, 1992). The data collection techniques employed in these studies were deliberately wide ranging.
This book grew out of the Fourth Conference on Computers and the Writing Process, held at the University of Sussex in March 1991.
Much of the work that goes on in classrooms is collaborative, whether by design or not. Teachers also need to be able to adapt the technology to their varying needs.
Developing and Supporting Argument - Towards a more Reasoned Debate In addition to evidence that children acquired the ... Note: it does not follow from evidence of constructive argument in written Chat debate that individual children ...
This book explores the implementation of an online representational tool, GroupScribbles, in Chinese-as-a-second-language classrooms from primary school to secondary school.