Creating authentic experiences: UsingCreating authentic experiences: Using

collaborative writing teams in a service-collaborative writing teams in a service-

learning composition classroomlearning composition classroom

Adam Webb

Introduction

Two types of instruction in the composition classroom:

Individual and textualCollaborative and social

Traditional-textual instruction vs. transitional-social instruction

Traditional-textual instruction

Pedagogy: Cognitive-individual development

Expectation: Individual-textual proficiency

Outcome: “Academic” essay

Transitional-social instruction

Pedagogy: Constructionist-collaborative development

Expectation: Collaborative-multi-textual proficiency

Outcome: “Academic/non-academic” essay

Four instructional modelsThe four main instructional models in many composition

classrooms that I will focus on in this action research study

are: Apprenticeship instructional model (usually limited to

textual-discipline specific engagement)Activist instructional model (usually limited to textual-

political-social engagement)Student-learner instructional model (usually limited to

textual-political-social engagement)Participator instructional model (textual and actual

engagement in the political-social-disciplinary spheres of discourse)

The participator instructional model

Service-learning in the composition

classroom: Involves volunteering at a local non-profit

organization (LNPO)Collaborative research and writing teamsField-researchReflective writingSelf and peer assessments

What is service-learning? What is service-learning? Service-learning is a method that

connects teaching and learning goals with community

service, usually in the form of volunteering. Service-

learning helps students participate within local

communities—promoting civic engagement and

responsibility—thus building important connections and a

greater understanding of those communities’ diverse needs.

The educational component of service-learning comes in

the form of having students reflect on their experiences.

Service-learning’s connection to freshmen composition is

relatively recent, starting in the mid-nineteen-eighties.

Sigmon’s (1979) three principlesThe first step would be to list the important principles and

factors that go into incorporating service-learning into the

classroom. Robert Sigmon (1979) lists three principles for

service-learning: “Those being served control the service(s) providedThose being served become better able to serve and be

served by their own actions Those who serve also are learners and have significant

control over what is expected to be learned” (Sigmon, p. 10).

Herzberg’s (2000) “four possibilities”

While Sigmon establishes the foundational principles for

using service-learning in the classroom, Bruce Herzberg

(2000) claims that service-learning should be used within

the composition classroom because: “Current issues” are more appealing to students Issues and problems within the public community “helps

students understand audience and genre constraints”Establishes a “social consciousness” that might “to

social action” Encourages “civic leadership” (Herzberg, pp. 467-68)

Dubinsky’s (2001) “three factors”

Also building on Sigmon’s three main principles, James

M. Dubinsky (2001) lists three important factors in

service-learning: “Learning (with clearly defined goals)Serving (one’s community)Reflecting (on the service aspect)” (Dubinsky, p. 3)Sigmon, Herzberg, and Dubinsky provide theoretical

and pedagogical realms of consideration when incorporating service-learning into the classroom.

Three approaches Linda Adler-Kassner (2000) suggests Thomas Deans’

three

approaches of how service-learning can be connected to

the teaching of composition:“Writing for community” – Students create documents

specifically based on that community’s needs “Writing about community” – Students reflect on their

experiences working within a certain community“Writing with community” – Students work more

collaboratively together with individuals in a certain community in order to meet a need (Adler-Kassner, p. 28)

Purpose of this study

The purpose of this action research is to determine if

collaborative writing teams in a service-learning

composition classroom help students become better

writers. The independent variables for this

study are the collaborative writing teams and the

local non-profit organizations. The dependent

variables in the study are the students’ writing and

their overall sense of achievement.

Research questionsThe questions that I will answer with this action research

are:Will the participator instructional model create more

opportunities for collaborative writing projects in service-learning composition classrooms?

What will the structure of a service-learning composition classroom look like?

What types of activities and assignments will students engage in a service-learning composition classroom?

How will student writing be assessed in a service-learning composition classroom?

ProcessSetting:

A university in South Texas (a Hispanic Serving Institution)

Investigators: Composition Instructor 1Composition Instructor 2

Population: College level freshmen students in their second semester of English composition 1302

Instruments:Attendance rubricPortfolio-project rubricPresentation rubricSelf & peer evaluationsSurvey (one for subjects & one for all other students)

Goals for composition 1302• Develop cross-cultural understanding and

respect

• Use writing, reading, and academic inquiry to critically engage increasingly complex open-ended questions and ill-defined problems

• Write, read, and speak for a variety of real-world purposes and for various audiences (Writing Program’s Staff Manual, Goals and Objectives 1302, 2009)

Objectives for composition 1302 • Explore diverse perspectives on issues • Locate and evaluate appropriate primary and secondary

sources in terms of credibility, context, author, purpose and audience

• Synthesize appropriate primary and secondary sources • Construct arguments that are ethically responsible and

rhetorically effective• Use conventions (i.e. APA)• Use computer technology to research, generate texts,

and communicate across disciplinary contexts • Generate a research portfolio • Self-assess research process and product (Writing

Program’s Staff Manual, Goals and Objectives 1302, 2009)

The structure

Writing teams (WTs)

Collaborative research and writing

Local non-profit organizations

One large portfolio-project

Classroom description

Composition Instructor 1 – Three composition courses (25 students per course)

Composition Instructor 2 – One composition course (27 students)

Meeting time per week – Tuesday and Thursday, one hour and twenty minutes each day

Local non-profit organizationsCharlie’s Place Rehabilitation Center, for substance

abuse, counseling, and recovery (http://charliesplaceonline.com/media/news.html)

The Wenholz House, also for substance abuse, counseling, and recovery (http://ccsafeplace.com/)

The Salvation Army of South TexasThe YWCA of South TexasThe Food Bank of Corpus Christi

(http://www.foodbankofcorpuschristi.org) P.A.L.s Animal Shelter (http://www.palscc.org/)

LNPO’s continued…Planned Parenthood of South TexasUSS Lexington, a retired aircraft carrier now a museum

on the bay (http://www.usslexington.com/) The Texas State Aquarium

(http://www.texasstateaquarium.org/) Communities in Schools (C.I.S.), a public school

mentoring programSpecial Olympics of South TexasThe Women’s Shelter of South Texas

(http://www.thewomensshelter.org/) Boys and Girls Club of Corpus Christi

(http://www.bgccorpuschristi.org/)

The assignment sequenceInstruments to measure writing and collaboration: Attendance

First four weeks (two meetings times per week)Five checkpoints (over two-and-a-half months)

Portfolio-project1 collaborative document1 final reflection from each team member

PresentationCollaborative, formal, multimedia

Self and peer evaluations

Portfolio-projectDescription Part or section

Proposal (75-100 words) (third part of the essay in the portfolio-project)

Abstract (25-50 words) (third part of the essay in the portfolio-project)

Introduction & history of non-profit (first part of the essay in the portfolio-project)

State & federal laws of non-profit (second part of the essay in the portfolio-project)

Interviews & volunteering (second part of the essay in the portfolio-project)

Recommendations and conclusions (third part of the essay in the portfolio-project)

Sources (references … both primary and secondary)

Final document (parts one through three in one document)

Final presentation (formal, multimedia)

Final reflections from writing teams (one per group member)

Writing about and with…

The project document addresses two of

Thomas Deans’ (2000) approaches:

Writing about communityWriting with community

5 main objectives

• Developing collaborative writing teams• Using PM Wiki to post their research and

writing • Developing a portfolio based on a service-

learning project• Creating a formal multimedia presentation• Conducting self and individual peer

evaluations

Set of guidelines for WTs • Writing teams will consist of three-five members. Students will

collaborate in their research, reading, and writing for the course of the semester

• Writing teams will be decided at the beginning of the semester, but may change after that. Once the research/writing for the portfolio-project begins, the groups will remain the same, unless there are MAJOR differences among group members

• In the instance of MAJOR differences, the writing team and I will decide what needs to happen in order for all group members to be happy

• Writing teams will decide on a socially acceptable group name

• All researching, reading, and writing is shared equally among all writing team members

Set of guidelines continued…• There will be no “dumping” on one or two members because of

laziness. There will also be no “invisible” team members who pop in from time to time to lay a claim to all the hard work that their writing team is doing

• Collaborative writing is a team effort and all responsibilities for the portfolio-project will be shared equally, creatively, and respectfully

• The actual writing of the final paper may be the hardest part for your writing team; however, this is a challenge that you will have to work through together with your group members

• During the course of the semester, I will check with each group constantly to see where your team is at and how things are going. If an individual in a writing team has a question or something to discuss that they do not wish to share with their group members, we will deal with this type of situation on a case-by-case basis

Selection of four writing teamsAll four writing teams volunteered at the

same LNPO (P.A.L.S Animal Shelter)Shared experience with the same LNPOComposition Instructor 1 had three

writing teamsComposition Instructor 2 had one writing

team

Findings

Figure 1.1 Grades for writing team 1

Findings continued…

Figure 1.2 Grades for writing team 2

Findings continued…

Figure 1.3 Grades for writing team 3

Findings continued…

Figure 1.4 Grades for writing team 4

Survey questions1. Collaborative writing was very useful to me in this class

2. My writing team’s non-profit organization was useful to our writing as a source of knowledge

3. My teammates contributed equally

4. This composition class was well-structured around our writing teams

5. My composition instructor's input was beneficial to the outcome of the entire portfolio project (Presentations, emails, interviews, volunteering, writing of the essay, etc.)

6. This composition class has provided the opportunity to look at writing and researching from another perspective

7. I took advantage of the one-on-one workshops with my composition instructor throughout the semester

8. Please select which letter grade you think you have earned: A, B, C, D, & F

Survey findings

Figure 1.5 Survey findings

Survey findings continued…

Figure 1.6 Survey findings

Times visited

Figure 1.7 Number of visits or times volunteered at P.A.L.S.

Overall survey findings

Figure 1.8 Survey findings for all other writing teams within the four composition classes

Survey findings continued…

Figure 1.9 Survey findings for all other writing teams within the four composition classes

Student responseI really liked the purpose of the Service learning project, but I think this project would work a lot better with students who are further on in their education. I think this because Freshmen students are not as serious as a Junior or a Senior. I did learn how to work with a group and correspond with someone and I actually learned how to volunteer and the process, and I will most likely give my time to another organization that I have interest in

Student responses continued…• Learn to work with other people, which may sound easy

but trust me, it is not always, what you think it will be

• Take responsibility for your actions. Other people are counting on you

• Be a leader. If no one in your group is responsible enough to share the work equally, figure out how to make them do the work, or how to make up for their lack of work

• Make sure that you are committed to the project. This project is hard, takes a lot of time and effort, and requires a lot of planning. If you want a good grade, you need to be able to be on top of things no matter what

Findings in the writing and learning

Difference between “strong” and “weak” collaboration in WTs’ final documents (Elbow, 1999)

Visible growth as learners Resistance existed between students not wanting

to work in groups (not in volunteering)Challenges in writing collaborativelyStudents gave constructive and critical feedback

in their self and peer evaluations

Sample portfolio-project

This is a sample portfolio-project from the

writing team, “The Chinchillas,” from

Composition Instructor 1’s class:

Sample portfolio-project

P.A.L.S Animal Shelter PowerPoint Presentation

Conclusions• Improved grades

• Differences between collaboration & cooperation

• Develop roles earlier in the semester (i.e. researcher, organizer, planner, etc.)

• Because of the dynamic nature of service-learning and writing, it is difficult to create a classroom structure or assignments that “fit” goals and objectives of traditional curriculum (more than just a component in the classroom)

Limitations• Scope of the study (only looks at 4 composition courses)

• Time (duration of collecting and evaluating student writing for this study)

• Structure of classroom and grading rubrics (first time used)

• Shared survey between instructors (different teaching styles)

• Learning community atmosphere–had other assignments and test preparations

Further research

• Using service-learning in multiple composition classrooms

• Keep using service-learning as more than just a “component” in the classroom (different methods & approaches)

• Continuing the conversation in composition and writing research

Questions?Questions?