Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses

Ingrid G. Daemmrich

doi:10.58680/tetyc201013316

ISSN: 0098-6291
E-ISSN: 1943-2356

Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses
Author(s): Ingrid G. Daemmrich
Source: Teaching English in the Two-Year College, Volume 38, Issue 2, Dec 2010, p. 161 - 175
DOI: https://doi.org/10.58680/tetyc201013316
- Published online: 01 Dec 2010

Previous Article
Table of Contents
Next Article

Abstract

This study assesses the benefits and drawbacks of assigning a collaboratively written midterm paper in nontraditional and traditional introductory college composition courses. Students’ responses suggest a radically different model to be tested in the future.

Article metrics loading...

/content/journals/10.58680/tetyc201013316

2010-12-01

2026-02-14

Full text loading...

/content/journals/10.58680/tetyc201013316

Article Type: Research Article

Most Cited Most Cited RSS feed

- Building Racial Literacy in First-Year Composition
  
  Author(s): Yolanda Sealey-Ruiz
- Feature: The Two-Year College Teacher-Scholar-Activist
  
  Author(s): Patrick Sullivan
- Feature: Professional Autonomy and Teacher-Scholar-Activists in Two-Year Colleges: Preparing New Faculty to Think Institutionally
  
  Author(s): Brett Griffiths
- TYCA White Paper on Developmental Education Reforms
- Feature: Toward Local Teacher-Scholar Communities of Practice: Findings from a National TYCA Survey
  
  Author(s): Christie Toth and Patrick Sullivan
- Feature: “I Bought the Book and I Didn’t Need It”: What Reading Looks like at an Urban Community College
  
  Author(s): Annie Del Principe and Rachel Ihara
- Instructional Note: Meeting Student Writers Where They Are: Using Wikipedia to Teach Responsible Scholarship
  
  Author(s): Paula Patch
- Feature: A Critical Race Analysis of Transition-Level Writing Curriculum to Support the Racially Diverse Two-Year College
  
  Author(s): Jamila Kareem
- Feature: Trauma-Informed Writing Pedagogy: Ways to Support Student Writers Affected by Trauma and Traumatic Stress
  
  Author(s): Melissa Tayles
- TYCA White Paper on Placement Reform
More Less

Assessing Collaborative Writing in Nontraditional and Traditional First-Year College Writing Courses

Abstract

Most Read This Month

Most Cited Most Cited RSS feed