Doctoral thesis defense
After all, who better to have collaborate with an inexperienced writer than an experienced writer who has a keen sense of the types of questions and concerns that need to be addressed.
Yet, while this kind of dialectical interaction may bean extraordinarily successful way tohelpstudentscometounderstand some of the dimensions of the writing process in general and the planning process national junior honor society essay help specifically, it represents an inefficient method of teaching students, given the large class sizes and a heavy paper load that most writing instructors face. An alternative to the student-teacher conference that preserves the interactive dialectic is peer collaboration. Peer collaboration is a label that represents an assortment of activities in various forms and generates a lot of discussion among people in the field of writing. And, inexperienced writers collaborating while they plan papers may present a viable approach to helping students with the planning process. Much of the talk among teachers regarding col- laborative projects centers on the students and weighs the advantages and disadvantages that might originate from having a collaborative setting in a typical class- room. But if you attend to these conversations closely, there are other principal issues that can be heard as well.
For some teachers it is difficult to break out of the educational tradition of the solitary student doing his or her own work. Teachers fre- quently experience some degree of difficulty while adjusting to any new approach in the classroom. Teachers report that they feel anxious and uncomfortable with a new procedure fast custom essays and realize that it shows through in the class.
In many instances, it is not uncommon for teachers to take up to a year to accommodate the new practice. Collaborative Planning In light of these key concerns, one creative method for helping students make their thinking and planning processes more visible while they attend to and reflect upx)n the various dimensions of writing is a technique called collaborative planning, which has a flexible structure that permits teachers to adapt the technique to their own teaching styles. However, the organiza- tion doctoral thesis defense of the collaborative planning session is such that the authority for the paper rests with the writer during the planning sessions and decisions regarding content, style, etc. In addition to creating a social environment for looking at this process, students planning together can begin to dissolve some of the mystery that surrounds writing by seeing some of the similarities or differences people have in approaching a writing task, appreciating the variations in thinking about an goal, noticing how another person responds or interprets a statement or explanation, or even reflecting upon the planning and writing process. Usually, this type of supporter does not ask relevant and atten- tive questions. Furthermore, if a writing instructor epitomizes the ideal collaborator as a doctoral thesis defense person who can provide some will someone write my paper for me direction for the planning session, how can we share with students— and, thus, provide a model for them to emulate— the kinds of prompts, questions and suggestions that a writing instructor might offer in a conference? And, what can we do to try and make the goals and ideas students generate during the planning session more concrete? The exploratory study described in this paper looks at the potential benefits of introducing a specially designed computer tool into collaborative planning sessions.
And sec- ond, what types of responses would students record on the computer log? After students finish a collaborative planning session, they can save and sub- sequently print out a record of the ideas, goals and text they generated. The nucleus of the program is the Planning Assis- tant, which, in effect, becomes a second supporter providing an additional degree of structure for the collaborative planning session by offering general or assignment-specific prompts and questions for the stu- dents to select, discuss, and respond to as they move through the different planning spaces contained in the program (see figure 3). Therefore, students benefit from the structure of such a framework.
But students are free to attend to the questions and prompts while the software sustains the conceptual framework). While the program provides an easy method of delivering various prompts and questions for students. In this respect, the Planning Assistant is dynamic in the sense that it allows teachers to 1) use general questions and prompts supplied with the program, 2) enter and record assign- ment-specific questions or prompts, and 3) allows the student supporter to enter and record session-specific questionsand prompts that arise while the students are actually planning and collaborating. In a very practical way, when a teacher creates a set of assignment-specific prompts using the teacher-authoring mode. Theother aspect of this investigation is the role of external representation, i.
During a collaborative planning discussion, students may generate a lot of useful ideas and plans as they talk, yet these oral planning sessions might be strengthened if students were encouraged to record the gist of their conversations as they respond to different prompts. Students operating with different parHcipating in discussions during the term before knowledge, experiences and perspectives can create introducing collaborative planning. After an overview different or conflicting internal (or mental) represen- of the techniques of collaborative planning, using the tations of the collaborative interaction itself (i. Further, because this collaborative dents offered their initial impressions of collaborative interaction is usually verbal and ephemeral, it may be planning, shared the various kindsof observationsand more difficult for the participants to compare and notes they had made during the session, and talked reflecton their interpretations of the interaction. Early about the benefits such collaboration might yield. Moreover, doctoral thesis defense since research students to empby a particular approachas they worked demonstrates that writers have a difficult time devel- through their planning sessions. In order to discover the effect of: 1) this type of modeling and delivery of prompts, and 2) to evaluate the types of responses student planners decided to record, three types of data were collected. Finally, the studentsMast draft of the texts they had been planning were collected and reviewed.
A review of the computer logs indi- cated that students did take the time to read and re- spond to most of the prompts and questions modeled doctoral thesis defense and delivered by the program. Most students were fairly diligent about making a constructive response to each prompt, with only 5. In the classroom setting, all the students began a planning session during a fifty-minute class period,buttheyall continued theirplanningsessions outside of the classroom.