IEEE Transactions on Professional Communication Dec 2003

Engineering and technology student perceptions of collaborative writing practices

S. Nelson

Abstract

Results are presented from an assessment of student perceptions of collaborative writing practices before and after taking an upper division professional writing class. While most of the classes introduced students to these writing practices, several did not. The assessment was both quantitative and qualitative. Whether or not they had prior experience in the classroom, all students generally reported that they are likely to seek out opportunities to use both peer review and collaborative writing processes once they enter the workplace. However, students who are exposed to these practices in a classroom setting are more likely to report that they intend to continue these practices in the workplace.

Journal
IEEE Transactions on Professional Communication
Published
2003-12-01
DOI
10.1109/tpc.2003.819642
CompPile
Open Access
Closed
Topics
writing pedagogy collaborative writing assessment professional writing
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Citation Context

Cited by in this index (3)

  1. Mehlenbacher et al. (2015)
    Instructional Design for Stem-Based Collaborative, Colocated Classroom Composition
    IEEE Transactions on Professional Communication
  2. Kim et al. (2014)
    Functional and Nonfunctional Quality in Cloud-Based Collaborative Writing: An E…
    IEEE Transactions on Professional Communication
  3. Bremner et al. (2014)
    Task Design and Interaction in Collaborative Writing: The Students’ Story
    Business and Professional Communication Quarterly

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