Dr. Ian Barnard
Collaborative writing is increasingly a focal point in modern writing pedagogy. When analyzing the benefits that collaborative writing has on students, however, there does not seem to be enough research conducted with regards to whether or not students actually prefer collaborative writing over individual writing. While the opinion of scholars on the matter is known, it would be useful to know where students stand on the issue, and whether or not writing preferences of individual writing students affect the process, as well as product, of writing. By conducting an IRB-approved survey on a class first-year composition students, the researchers have conducted a small-scale experiment uncovering these issues of preference and productivity. Of course, the findings are self-reported, thereby adding a degree of unreliability concerning the efficacy of collaborative writing vs. individual writing, but that is not the aim of the study. The primary focus is not only on student preferences, but also the perceived efficacy of collaborative writing. This study had been carried out to assist writing instructors with their decisions regarding what type of writing exercises and projects they assign to their students. For those who believe that there is a correlative relationship between enjoyment and quality of writing, this study would be of interest. Effective collaboration between students — and people in general — requires a complex understanding of the moods and preferences of those in the group. By revealing the thoughts that students have regarding the writing process, the researchers have helped educators come to a better understanding of collaboration and its uses.
Gallas, Stephen and Wisch, Bryan, "Student Perspectives on Writing Assignments" (2017). Student Scholar Symposium Abstracts and Posters. 266.