Document Type

Book Chapter

Publication Date

2014

DOI

10.4018/978-1-4666-4341-3.ch008

Publication Title

Exploring Technology for Writing and Writing Instruction

Pages

135-151

Abstract

Using the method of a formative experiment, this investigation examines how the use of peer revision and collaboration in an online environment, specifically a social network, could be implemented in a middle school classroom to increase revision over multiple drafts and improve the quality of student expository writing. Thirty-six students in two sections of a seventh-grade English language arts class participated in the study. Quantitative and qualitative data were collected prior to, during, and after the intervention to establish baseline data, as well as determine progress toward the pedagogical goal. Analyses reveal improvement in the amount of student revision and quality of student writing, as well as improved peer feedback using an online community for peer revision and collaboration. The enhancing and inhibiting effects of technology in this intervention is examined, as well as the unanticipated effects of the intervention.

Comments

© 2014 by IGI Global. All rights reserved. No part of this publication may be reproduced, stored, or distributed in any form or by any means, electronic or mechanical, including photocopying, without written permission from the publisher.

IGI GLOBAL AUTHORS, UNDER FAIR USE CAN:

Post the final typeset PDF (which includes the title page, table of contents and other front materials, and the copyright statement) of their chapter or article (NOT THE ENTIRE BOOK OR JOURNAL ISSUE), on the author or editor's secure personal website and/or their university repository site.

Original Publication Citation

Sarah, H.-B., & Jamie, C. (2014). Illuminating change: Technology, feedback, and revision in writing. In E. P. Kristine & E. F. Richard (Eds.), Exploring Technology for Writing and Writing Instruction (pp. 135-151). IGI Global. https://doi.org/10.4018/978-1-4666-4341-3.ch008

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