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Task design and interaction in collaborative writing: the students’ story

Bremner, S., Peirson-Smith, A., Jones, R. and Bhatia, V. K. (2014) Task design and interaction in collaborative writing: the students’ story. Business and Professional Communication Quarterly, 77 (2). pp. 150-168. ISSN 2329-4906

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To link to this item DOI: 10.1177/2329490613514598

Abstract/Summary

This article investigates student behaviour on collaborative assignments, looking at the relationship between task type and interaction, and considers the implications for task design. Students reported on interactions in a year-long workplace-focussed group communication project, comparing these with interactions on other academy based group assignments. Differences were seen in the amount of brainstorming, the criteria for dividing up work, the intensity of editing, and how conflict was managed. Contributing factors to these differences included the presence or absence of a creative element, the instrumental nature of the task, and the need for a collective approach inherent in the task design.

Item Type:Article
Refereed:Yes
Divisions:Faculty of Arts, Humanities and Social Science > School of Literature and Languages > English Language and Applied Linguistics
ID Code:58204
Publisher:Sage

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