Date

Spring 5-15-2015

Document Type

Education 530 Project

First Advisor

Davis, Janine

Degree Name

Master of Education

Major or Concentration

Education

Department

Education

Abstract

This mixed methods study will investigate the effects of peer-editing as compared to self-editing on a writing assignment. Collaborative practices such as peer-editing have been found in previous studies to improve student writing (Abadikhah & Yasami, 2014; Alfassi, 2009; Baleghizadeh, 2010; Orly-Louis & Soidet, 2008; Storch, 2005; Suwantarathip & Wichadee, 2014; Woo, Chu, & Li, 2013). Although some studies have interviewed students who have engaged in collaborative writing practices like peer-editing, few have also interviewed students in the same study who were assigned to the independent writing condition. This study investigates both student perspectives from those who collaborated to those who did not collaborate during a writing workshop. There was no statistically significant difference between the quality of writing produced by the collaborative and independent condition. Students had a preference for working with a peer during the writing workshop. The study suggests further research in the conditions of editing and revising to find best pedagogical practices to aid student writing.

Language

English

Included in

Education Commons

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