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Teaching collaborative writing and peer review techniques to engineering and technology undergraduates

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1 Author(s)
Nelson, S. ; Dept. of Technol., California State Univ., Los Angeles, CA, USA

A recent survey of engineering professionals found that they spent 44% of their time writing, and almost all sometimes wrote as members of a team. Yet E&T students, who typically struggle with writing tasks, generally write as individuals and are evaluated only by their professors. This paper discusses a rationale and methods to provide students with experience in writing collaboratively and critiquing one another's writing. I argue that collaborative writing promotes active learning and provides students with experience working as part of a team. Peer review gives students experience in critical thinking and promotes editorial skills. These classroom techniques raise students' comfort level at having their work evaluated by others in a professional setting. Course evaluation feedback and follow-up surveying confirm that students who complete the course are more likely to write collaboratively in future courses, and students report that they will seek collaborative writing opportunities in the workplace

Published in:

Frontiers in Education Conference, 2000. FIE 2000. 30th Annual  (Volume:2 )

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