Planning Text Together

Written Communication Jan 1992

LORRAINE HIGGINS ; LINDA FLOWER ; JOSEPH PETRAGLIA

Abstract

Writing instructors often assign collaborative writing activities as a way to foster reflective thinking; many assume that the very act of explaining and defending ideas in the presence of a responsive audience actually forces writers to take critical positions on their own ideas. This article questions this assumption by examining the role of critical reflection in one particular writing context—that of collaborative planning. The authors' observations address three questions: (a) When students collaborate on plans for a paper do they necessarily reflect critically on their own ideas and processes, as many advocates of collaboration might expect? (b) If and when students engage in reflection, does it make a qualitative difference in their writing plans? And finally, (c) how do student writers engage in and use reflection as they develop plans? Twenty-two college freshmen audio-taped themselves as they planned course papers with a peer. Transcripts were coded for reflective comments and were holistically rated for quality. The analysis revealed a significant correlation between amount of reflective conversation and the quality of students' plans. Students used reflection to identify problems, to search for and evaluate alternative plans, and to elaborate ideas through the process of justification. This problem solving was most effective when reflection was sustained over many conversational turns. Collaboration did not guarantee reflection, however. Some sessions contained no reflective comments and some students used collaboration in a way that undermined reflective thinking. This study suggests that how students represented collaboration and the writing assignment itself determined whether and how they reflected on their own ideas.

Journal: Written Communication
Published: 1992-01-01
DOI: 10.1177/0741088392009001002
Open Access: Closed
Topics: multilingual writers

Citation Context

Cited by in this index (3)

Angeli (2015)

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Tatzl et al. (2012)

The Development of a Project-Based Collaborative Technical Writing Model Founde…

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SPERLING (1995)

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Cites in this index (4)

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Monitoring Processes in Analytic and Summary Writing

Written Communication
Lunsford et al. (1986)

Why write . . . together: A research update∗

Rhetoric Review
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Collaborative Learning and the "Conversation of Mankind"

College English
Rose (1980)

Rigid Rules, Inflexible Plans, and the Stifling of Language: A Cognitivist Anal…

College Composition and Communication

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