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University Students’ Knowledge Construction during Face to Face Collaborative Writing

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Chapter Summary

This chapter focuses on how students write collaboratively and how they construct knowledge during writing face-to-face. First, it considers how interaction may promote knowledge construction when writing collaboratively, and second, how integrating reading and writing practices may enhance knowledge construction. The task assignment included a combination of reading, writing and group discussion, and it was carried out by applying source-based summary writing. The particular interest of the chapter was on the elements of the students' discussions that can be interpreted as supporting knowledge construction. Two types of answers were found: answers relating to the content of the issue, and answers relating to the writing process. Monitoring and regulating occurred during content processing and collaborative interaction alike. The chapter often presumed that, in reformulating sentences, different viewpoints and ideas from individual summaries would be taken into account.

Keywords: collaborative interaction; content processing; face-to-face collaborative writing; knowledge construction; reading practice; source-based summary writing; task assignment; writing practice

10.1163/9789004265011_013
/content/books/b9789004265011_013
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