Graduate Students’ Evolving Perceptions of Writing Collaboratively
Abstract
As members of a language and literacy doctoral cohort, we four authors attempt to situate ourselves within a community of practice in which knowledge is socially constructed. In this context, we explore our identities as collaborative writers and researchers. This paper documents the self-study that we undertook while collaboratively writing scholarly articles. We framed our research with three questions addressing process, product, and theory. How do individual writers approach a collaborative assignment, both emotionally and cognitively? Do writers perceive a difference in the quality of collaborative text versus individual text? How does experience connect to theory? Our experience indicated an increased consciousness of our writing processes and made us more aware of issues of style, audience, and clarity. Furthermore, the data emphasized the relational aspect of collaborative writing. We concluded that collaborative writing has a place in doctoral studies for its potential in increasing dialogue within a discourse community.
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