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|Through a process of cooperative
writing, students produce a set of collectively authored
texts on a single theme.
This activity is not strictly speaking a communicative task, but it does have students read each other's writings and build creatively on them.
Followup: writings are shared and corrections made through peer editing. Alternatively, a single writing may be selected for the class to edit collectively.
Procedures for traditional classroom
|A theme or situation is proposed by
the instructor as the basis for a written composition --
a letter, a story, a description. Each student begins
writing, but writes only a limited amount -- one
sentence, or a few, as directed by the instructor. Each
student's paper is then passed to one's neighbor, who
reads what has been written and composes a sentence that
will fit it as a next sentence. The passing, reading, and
writing continue until the writing is (more or less)
done. In a variation, students may be asked to re-copy
the text that is passed to them each time onto a fresh
sheet of paper, making corrections if necessary, and only
then add their new sentence.
As a followup, writings may read aloud to the class. They may also be peer-edited in pairs or (if they can be copied onto the board or onto a transparency) by the entire class.
Adaptations for ITV
|During the writing stage, if there
are two or more students at any given site, no adaptation
for ITV is required at that site; students can keep
passing papers back and forth. If there is any site with
a single student, adaptation is necessary, and can be
carried out as follows. The instructor can bring the
single student into the circle of the larger class by
serving as the student's secretary. If headphones are
available, the instructor will wear them, and sound will
be turned down at all sites except the site where the
single student is. Using the visual presenter, the
teacher will take dictation from the single student, and
the resulting sentence(s) will join in the circular
passing of papers at the origination site.
The visual presenter can be used in a follow-up stage for whole-class reading aloud and/or peer editing.
In the clip below, a student at a receive site uses the visual presenter at her site to display the end result of a "round robin" writing that she was the last person to work on. She has copied the entire text over again. In the clip the teacher gives her feedback on orthography.
Teacher feedback on "round robin" writing. The student reads aloud, and the instructor calls on the technicians to split the screen and display the visual presenter at the origination site so that the instructor can correct the student's orthography.