Cooperative Writing

Angela M. O’Donnell · Donald F. Dansereau · Thomas Rocklin · Judith G. Lambiotte · Velma I. Hythecker · Celia O. Larson

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Innovative Teaching and Learning Methods EFL/ESL Teaching and Learning Writing and Handwriting Education

Abstract

This study compared the performance of students who cooperated on an instruction writing task with students who worked alone. The effects of transfer from a cooperative experience to an individual writing task was also assessed. A total of 36 students were recruited from introductory psychology classes and were randomly assigned to a cooperative or individual condition. The results of the study showed that students in the cooperative condition significantly outperformed the individual group on a measure of the communicative quality of the writing on both the initial task and on the transfer task (p s <.01). No differences between the groups were found on a measure of the completeness of the written instruction on either task (p s >.05). It appears that cooperating dyads can improve the communicative quality of their instruction writing.

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1995Contemporary Educational Psychology 1982Group versus individual performance: Are N + 1 heads better than one?1980Cooperative Learning in Small Groups: Recent Methods and Effects on Achievement, Attitudes, and Ethnic Relations 1980Cooperative Learning 2015Psychology of Group Influence 1980The Cognition of Discovery: Defining a Rhetorical Problem 1974Measuring Growth in English 1979Development and evaluation of a learning strategy training program.

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