Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses

Teaching English in the Two-Year College Dec 2010

Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses

Ingrid G. Daemmrich

Abstract

This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. Students’ responses suggest a radically different model to be tested in the future.

Journal: Teaching English in the Two-Year College
Published: 2010-12-01
DOI: 10.58680/tetyc201013316
Open Access: Closed
Topics: multimodality

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Cited by in this index (1)

Rendahl et al. (2013)

Toward a Complexity of Online Learning: Learners in Online First-Year Writing

Computers and Composition

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Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses

Abstract

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