Patterns of Social Interaction and Learning to Write

Written Communication Jan 1991

Patterns of Social Interaction and Learning to Write

KAREN HARTMAN ; CHRISTINE M. NEUWIRTH ; SARA KIESLER ; LEE SPROULL ; CYNTHIA COCHRAN ; MICHAEL PALMQUIST ; DAVID ZUBROW

Abstract

This study examined the effects of computer network technologies on teacher-student and student-student interactions in a writing course emphasizing multiple drafts and collaboration. Two sections used traditional modes of communication (face-to-face, paper, and phone); two other sections, in addition to using traditional modes, used electronic modes (electronic mail, bulletin boards, and so on). Patterns of social interaction were measured at two times: 6 weeks into the semester and at the end of the semester. Results indicate that teachers in the networked sections interacted more with their students than did teachers in the regular sections. In addition, it was found that teachers communicated more electronically with less able students than with more able students and that less able students communicated more electronically with other students.

Journal: Written Communication
Published: 1991-01-01
DOI: 10.1177/0741088391008001005
Open Access: Closed
Topics: multimodality

Citation Context

Cited by in this index (9)

BLINE et al. (2001)

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ELDRED et al. (1995)

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CHARNEY et al. (1995)

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Palmquist et al. (1995)

Network support for writing across the curriculum: Developing an online writing…

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Susser (1993)

Networks and Project Work: Alternative Pedagogies for Writing with Computers

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MABRITO (1992)

Real-Time Computer Network Collaboration

Journal of Business and Technical Communication
MABRITO (1991)

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Cites in this index (2)

Daly et al. (1975)

The Empirical Development of an Instrument to Measure Writing Apprehension

Research in the Teaching of English
Bruffee (1973)

Collaborative Learning: Some Practical Models

College English

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