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Subject: Group Seven (Unit 3)- (text with the references)


Author:
Juliana P, Bárbara D, João S, Mariana L, Thaisa S,
[ Edit | View ]
Date Posted: 13:16:54 08/26/13 Mon
Unit 3- Collaborative Work and Plagiarism

This paper has the objective of making some comparisons among the collaborative writing process and the plagiarism inserted in web-based activities. The study intends to link collaborative writings studies with some plagiarism tutorials.
In some action research papers, the authors establishes that the context is relevant for the communicative situation, and that this context is able to influence or even to change how the text is written and its characteristics.
The sample article academic web-based project Collaborative Writing Among Second Language Learners(Kessler, Dawn Bikowiski and Jordan Boggs) shows interesting points about web-based writing tasks. However, making a more profound analysis in the research, we realized that the authors had not mentioned anything about the plagiarism process that has been a huge issue among web-based tasks.
In the specific case of this article, the authors do not mention how the plagiarism process could happen in web-based collaborative writing such as Google docs environment.
Some interesting studies about language learning and writing have been made nowadays. Social networks such as twitter and facebook has been analyzed as means of writing improvement.
Hao Cheng (2012) made a study for Indiana state University about applying the twitter to EFL reading and writing students from Taiwan. The twitter-assisted learning approach was based on Vygotskys framework of social learning theories in which learners experience social collaboration.
Other studies about the nature of web-based environments and the discourse construction in these environments have been analyzed. Dissertations such as the use of media in the acquisition of English as a second language( Sarah Elizabeth, 2012) points out how international students are utilizing media to assist language acquisition.
Another paper is an interactive peer-based learning in a comparative case study(Queensland, University of technology, 2011), made by the Tesol master Sally Ashton-Hay. The study demonstrates that English language learners can experience positive impact through peer-based learning. The author states

the cross case comparative study indicates that interactive peer-based learning enhances a range of learning outcomes for both cohorts including engagement, communicative competence, diagnostic feedback as well as assisting development of inclusive social relationships, civic skills, confidence and self efficacy. (ASTHON-HAY, 2011)

However, we realize that the big majority of studies about english learning and technology rarely mention the plagiarism problem. Many studies have said that collaborative learning environments depend on the teacher's guidance not only to promote the interaction in a web-based area. In this perspective, we wonder why these studies, especially the ones concerned with web-based writing activities, does not make a more profound reflections about plagiarism and how teachers can deal with this serious subject.
Comparing the concepts presented in the tutorial we understand that teachers could make lesson plans and try to find web resources and tips to fulfill the lack of studies about plagiarism inserted in a collaborative web-based work. The Longman website has interesting tips about how to fight the plagiarism process. It has a tutorial that defines Plagiarism as " the failure to not acknowledge your sources (Hacker 115).
Analyzing the writing web-based activities presented by the collaborative research, we realize that an education constructed task such as Google docs, where editions can be made by all group members, means a need of teacher's attention. Also, teachers help is demanding for students realize that it is not legal change some words or rearrange the sequence of a text. Teachers must show their pupils that plagiarism is a crime and that it is not good to take other people's ideas, as much as to show them tips such as the ones shown in Longman site and to teach them how to use citations, quotation marks, paraphrases, references, among other aspects in the writing process.
Another interesting tutorial about plagiarism was presented in the Leicester University site. This site could be an excellent resource for teachers of different knowledge areas as it makes comparisons of texts that were supposed to be seen in a plagiarism process. The tutorial in English language (and American studies) suggests interesting texts.
Nevertheless, living the daily routine of English teachers that constantly use technological means, in order to show how the plagiarism process works, we realize that it would be great if teachers, when dealing with web-based activities, used examples of modified texts. The example of the Great Gatsby book presented in the tutorial was very useful.
The importance of teachers to show their students how a plagiarism process works is a great process to acquire academic abilities and a good sense, since teachers have an important role in the formation of the individual as a whole.
Information is something that is coming through lots of different paths, and the ability of collecting, selecting and proper cite it will define a good work.
Plagiarism is something serious that can be confused with something usual in web-based work. Internet and online tools has created a common sense in which it is usual to think that everything posted online or created and made public on internet it is for general, public and free use. It is still a difficult task to separate public from published, and there is a general concern on how we are going to protect works from plagiarism.
On collaborative web-based work, it is very important that teacher created an aware environment in which students will be capable of doing their work using proper academic strategies and use of sources. To know what to use and how to cite information is one of the main skills the students needs to acquire.


References:

Cheng, H. Y. (2012). Applying Twitter to EFL reading and writing in a Taiwanese college setting. (Doctoral dissertation, Indiana State University). Retrievable from Indiana State University Sycamore Scholars, http://scholars.indstate.edu//handle/10484/4574

Penilla, F. (2010). Learning a foreign language with a collaborative web-based task. (Doctoral dissertation, Edith Cowan University). Retrievable from Edith Cowan University Research Online, http://ro.ecu.edu.au/theses/436/

Kessler, K. (2012) Language Learning & Technology. http://llt.msu.edu/issues/february2012/kesslerbikowskiboggs.pdf

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Subject: Group Seven (Unit 3)


Author:
Juliana P, Bárbara D, João S, Mariana L, Thaisa S,
[ Edit | View ]
Date Posted: 03:44:13 08/26/13 Mon
Unit 3- Collaborative Work and Plagiarism

This paper has the objective of making some comparisons among the collaborative writing process and the plagiarism inserted in web-based activities. The study intends to link collaborative writings studies with some plagiarism tutorials.
In some action research papers, the authors establishes that the context is relevant for the communicative situation, and that this context is able to influence or even to change how the text is written and its characteristics.
The sample article academic web-based projects “Collaborative Writing Among Second Language Learners” (Kessler, Dawn Bikowiski and Jordan Boggs) shows interesting points about web-based writing tasks. However, making a more profound analysis in the research, we realized that the authors had not mentioned anything about the plagiarism process that has been a huge issue among web-based tasks.
In the specific case of this article, the authors do not mention how the plagiarism process could happen in web-based collaborative writing such as Google docs environment.
Some interesting studies about language learning and writing have been made nowadays. Social networks such as twitter and facebook has been analyzed as means of writing improvement.
Hao Cheng (2012) made a study for Indiana state University about applying the twitter to EFL reading and writing students from Taiwan. The twitter-assisted learning approach was based on Vygotsky’s framework of social learning theories in which learners experience social collaboration.
Other studies about the nature of web-based environments and the discourse construction in these environments have been analyzed. Dissertations such as “the use of media in the acquisition of English as a second language” ( Sarah Elizabeth, 2012) points out how international students are utilizing media to assist language acquisition.
Another paper is “interactive peer-based learning in a comparative case study” (Queensland, University of technology, 2011), made by the Tesol master Sally Ashton-Hay. The study demonstrates that English language learners can experience positive impact through peer-based learning. The author states

the cross case comparative study indicates that interactive peer-based learning enhances a range of learning outcomes for both cohorts including engagement, communicative competence, diagnostic feedback as well as assisting development of inclusive social relationships, civic skills, confidence and self efficacy. (ASTHON-HAY, 2011)

However, we realize that the big majority of studies about english learning and technology rarely mention the plagiarism problem. Many studies have said that collaborative learning environments depend on the teacher’s guidance not only to promote the interaction in a web-based area. In this perspective, we wonder why these studies, especially the ones concerned with web-based writing activities, does not make a more profound reflections about plagiarism and how teachers can deal with this serious subject.
Comparing the concepts presented in the tutorial we understand that teachers could make lesson plans and try to find web resources and tips to fulfill the lack of studies about plagiarism inserted in a collaborative web-based work. The Longman website has interesting tips about how to fight the plagiarism process. It has a tutorial that defines Plagiarism as " the failure to not acknowledge your sources” (Hacker 115).
Analyzing the writing web-based activities presented by the collaborative research, we realize that an education constructed task such as Google docs, where editions can be made by all group members, means a need of teacher’s attention. Also, teachers help is demanding for students realize that it is not legal change some words or rearrange the sequence of a text. Teachers must show their pupils that plagiarism is a crime and that it is not good to take other people’s ideas, as much as to show them tips such as the ones shown in Longman site and to teach them how to use citations, quotation marks, paraphrases, references, among other aspects in the writing process.
Another interesting tutorial about plagiarism was presented in the Leicester University site. This site could be an excellent resource for teachers of different knowledge areas as it makes comparisons of texts that were supposed to be seen in a plagiarism process. The tutorial in English language (and American studies) suggests interesting texts.
Nevertheless, living the daily routine of English teachers that constantly use technological means, in order to show how the plagiarism process works, we realize that it would be great if teachers, when dealing with web-based activities, used examples of modified texts. The example of “the Great Gatsby” book presented in the tutorial was very useful.
The importance of teachers to show their students how a plagiarism process works is a great process to acquire academic abilities and a good sense, since teacher’s have an important role in the formation of the individual as a whole.
Information is something that is coming through lots of different paths, and the ability of collecting, selecting and proper cite it will define a good work.
Plagiarism is something serious that can be confused with something usual in web-based work. Internet and online tools has created a common sense in which it is usual to think that everything posted online or created and made public on internet it is for general, public and free use. It is still a difficult task to separate public from published, and there is a general concern on how we are going to protect works from plagiarism.
On collaborative web-based work, it is very important that teacher created an aware environment in which students will be capable of doing their work using proper academic strategies and use of sources. To know what to use and how to cite information is one of the main skills the students needs to acquire.

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Subject: UNIT 3 (CORRECTION)


Author:
Juliana
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Date Posted: 09:48:45 08/25/13 Sun
Just make some corrections in my last post

Hello everybody

During the week we had discussions in facebook chat in order talk ABOUT collaborative work and plagiarism.
As we previously discussed in facebook, the unit 3 reflections would be ellaborated collaboratively in google docs.

The articles suggested by the learning and technology journal were good resources for our studies.

From now on, I expect to use the plagiarism tutorials in my classes.
What about you?

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Replies:
Subject: Plagiarism and collaborative web-based work


Author:
Mariana Oliveira Lara
[ Edit | View ]
Date Posted: 10:35:47 08/25/13 Sun
Plagiarism is something serious that can be confused with something usual in web-based work. Internet and online tools has created a common sense in which it is usual to think that everything posted online or created and made public on internet it is for general, public and free use. It is still a difficult task to separate public from published, and there is a general concern on how we are going to protect works from plagiarism.
On collaborative web-based work, it is very important that teacher created an aware environment in which students will be capable of doing their work using proper academic strategies and use of sources. To know what to use and how to cite information is one of the main skills the student need to acquire.
Information is something that is coming through lots of different paths, and the ability of collecting, selecting and proper cite it will define a good work.

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Replies:
Subject: Unit 3


Author:
Juliana
[ Edit | View ]
Date Posted: 09:44:52 08/25/13 Sun
Hello everybody

During the week we had discussions in facebook chat in order talk among collaborative work and plagiarism.
As we previously discussed in facebook, the unit 3 reflections would be ellaborated collaboratively in google docs.

The articles suggested by the learning and technolgy journal were good resources for our studies.

From now on, I expect to use the plagiarism tutorials in my classes.
What about you?

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Subject: Google Drive


Author:
Mariana (Lara)
[ Edit | View ]
Date Posted: 11:27:09 08/18/13 Sun
The Google Docs, has recently change its name for Google Drive. And I have been using it for a long time, and one of the curious things I noticed is that people found it too complicated to work on together. I've tried many times to have my work group working on the same paper through Google Drive. The responses I had was that some people did not have sufficient technology skills to understand the concept of a document that can be edited by various people simultaneously and I found myself and another friend working on fragments from other group members to make the project seems linear and solid.
When a group needs to work together, the center idea of how the group are going to organize itself is that, the project will be separated and each one of the group will be responsible for a single part of the project. Later on, someone will put the "Frankenstein" together and fix wherever coherence issues it has. When it comes to a new situation, a simultaneous work, it is still hard to have everybody working on the writing part at the same time. What I have seen is that, the functionality of the shared document it is most likely to have all the group aware of the project and finding solutions easily when it comes to a difficult situation rather than the writing collaboration itself. That is why I understand that the data used on the research was not sufficient to measure students writing participation on the projects. The participation is not only writing, but sharing ideas, talking (even through online chats), searching data online or offline, etc. It can happens that the group select someone to write the text content, and the group will be responsible to analyse data and discuss the text format, etc. How can we consider all this variation of the use of technology for writing collaboration in research?
I believe the writing collaboration in L2, considering Google Drive as a tool, must be directed and guided to a collaboration in which students may contribute in writing. Specially new generation of students has familiarity with technology tools, and when it comes to the use of it, most of the times they are instinctive. It is easy for them to work on a collaborative project. But students that are just knowing about some tools, the teachers will come to a situation in which they will have to introduce a new perspective of group work and the initiate a class process that will enable collaborative writing.

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Subject: other answers


Author:
Thaisa
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Date Posted: 14:31:03 08/17/13 Sat
I think that for the importance of empirical data we could mention the first unit, when Professor Padian says that is very important that authors choose choose the correct methods and data to prove their theories.

Number 4. I think the data was very meaninful and made me see the authors' point of view. I agree with you Barbara, when you say that this will reflect my praxis. I was not a particula fan of colaborating writing,but after knowing about this google docs tool, I certaily will use it with my students.

Does anyone know, if We can see, like the authors did, the changes and substituitions that the students made in the google doc? I think Mariana will be able to answer that.

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Replies:
Subject: Scafolding


Author:
Thaisa
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Date Posted: 14:00:30 08/17/13 Sat
This "scafolding" technique is that one meationed by Miriam Jorge? The one where we brainstorm everything that comes to mind about a topic?

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Replies:
Subject: number 2


Author:
Thaisa
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Date Posted: 14:11:51 08/17/13 Sat
I agree with you on the answer number 2 that the purspose is tho elucidate the study by showing empiric data. This data especifies the information used in the paper, like the students background, the tools and numbers.

But, was the empiric data collected by the same authors?

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Replies:
Subject: Barbara's Answers


Author:
Bárbara Aun
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Date Posted: 07:10:11 08/17/13 Sat
Good Saturday everyone! Here are my answers:

1- In which sections of the article do the authors establish connections between their own study and previously published studies? Where is the establishment of such connections more salient and important? What do you think the function of establishing such connections is?

During the whole introduction the author introduces a long amount of resources, the basis of the studies he made, to be able to develop his research fixed on a firm basis and from a starting point. In the introduction the author also presents a variation of problems in the field its research happens as the existence of different conclusions from authors who researched the same point.

The introduction is divided in three parts. Each one addressed to a different usage. Part one focus on the basis of the research itself. The second in the study of the technology mentioned and the other focused on the collaborative writing production, how it works and its development.

The connection between his own study and previous studies happen during “Discussion” and “Data Collection and Analysis”. This connection has deep importance because the main objective of a research is to add new strategies, possibilities or results to all that have been already studied.

2- What is the purpose of the "material and methods" section? What information is provided in this section?

“Material and Methods” provide information necessary to specify in which terms the study was developed and those are the information capable of establishing the context those texts were built. The context is the relevant constrains of the communicative situation that may influence language use, language variation and others. Considering that the context is able to influence or even to change how the text is written or its characteristics it is of extreme importance to specify who wrote it, in which situation and any other tools or patterns the students made use of to construct the material this research uses for analyses.

This section provides information about material and methods, as its proper name says:

• who are the participants of this research and the number of them,
• the online tools they used for the text production,
• the number of groups and texts they had as material for analyses,
• what was analyzed (divided in Form, Meaning and Other) and what they consist in terms of changes in the text.

3- What is the importance of empirical data and facts for the achievement of the general objectives of the article?

The importance of data and facts is to establish exactly which information leads to which result. The context influences the result and it is obvious that if we change the context, data and facts, we will accomplish another result, based in other information, consequently another analyses.

If these students had a different platform to work on or if they were younger, older or even producing another kind of activity they would have a different material to analyze and consequently different results.

4- Concerning this specific sample article, do you think the data and facts presented were sufficient to convince you of the conclusions the authors have proposed? Why?

Yes, the author presented a rich source of examples which were able to make me reflect about my participation during a collaborative writing. During all kinds of group works I’ve made using Google Docs the points that calls my attention the most is the use of tools I don’t use when producing an individual writing text. During “Non-language Related Contributions” two students are working in the same document at the same time and for one of them notices what the other is arranging in the text they agree to mark it red.

In these situations I also imagine my students working. The group has to establish what to do and how to work. They have to be organized and efficient. This is of extreme importance when you have to learn how to work in groups and consequently they are all learning life skills.

5- What is the purpose of the "discussion" section?

The “Discussion” section compares previous studies to the results found. It shows the need of other studies among the use of technology for collaborative writing for further conclusions of how the students engage themselves for completing the task.

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Replies:
Subject: question 1


Author:
Thaisa
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Date Posted: 13:57:40 08/17/13 Sat
1. They mention the other researches in the introduction, arguing that the previews studies didn’t cover:
• the students view of the process or the production itself
• is not often made by multiple writers itself .
• The influence of technology
Establishing this connection , is the most salient point and also has the function of validating the study itself, since there are no substation studies done previously .

So I desagree a little with you Juliana, when u said that the paper was made to add new techiniques. I think a study is made when there's no substantion info on a certain topic

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Subject: Confusion


Author:
Thaisa
[ Edit | View ]
Date Posted: 13:55:48 08/17/13 Sat
I'm a little confused. Maybe you guys can help me. The data exposed in the study was made by the authors? Because they used the tirdh person in many situations, and that made me think the paper was previously made by someone else

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Subject: My questions


Author:
Juliana
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Date Posted: 10:06:57 08/16/13 Fri
Hi People
As we previously discussed in facebook, here are the answers for the questions in my point of view.


1- In which sections of the article do the authors establish connections between their own study and previously published studies? Where is the establishment of such connections more salient and important? What do you think the function of establishing such connections is?

The authors establish connections between their own study and previously published studies in sections “Data collect and Analysis”, “Discussion” and “Limitations and pedagogical implications”. I suppose the establishment of such connectins were more important in the discussion section because this part of the text makes comparisons of different theories and shows more profoundly the collaborative work process. The function of establishing connections could be related to coherence and cohesion.

2- What is the purpose of the "material and methods" section? What information is provided in this section?

The purpose of the “material and methods” section is to show how the researchers analyzed the material from google docs wich were produced colaboratively by the students. In this way, the students' writing and the use of web space were categorized according to the revision process and participation activity.

3- What is the importance of empirical data and facts for the achievement of the general objectives of the article?

The empirical data and facts are connected to the purpose of the study of explore and understand the
changing nature of collaborative writing, as it is influenced by Web-based writing
contexts.
As the data and facts were presented colaboratively, the researchers could make a more profound analysis, connecting new therioes with the old ones.


4- Concerning this specific sample article, do you think the data and facts presented were sufficient to convince you of the conclusions the authors have proposed? Why?

Yes, the data collection presented by the author was really helpful to make a comparison with my teaching practice.
In this way, this article leads myself to reflect more about my teaching routine and the writing process of my students. Maybe, in the futre, I could analyse more profoundly collaborative writings activities made by my students and reflect more about how technology has affected this process.

5- What is the purpose of the "discussion" section?

This part of the text makes comparisons of different theories and shows more profoundly the collaborative work process. In this way, this study tries no make an analyse of how students engage in collaborative writing using Google Docs. Also, the study tries to show technology has affected the writing process in the past and responds to a need in the
literature for more research into the nature of the collaborative writing process.

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Replies:
Subject: question 1


Author:
Thaisa
[ Edit | View ]
Date Posted: 13:52:31 08/17/13 Sat
They mention the other researches in the introduction, arguing that the previews studies didn’t cover:
• the students view of the process or the production itself
•is not often made by multiple writers itself .
•The influence of technology
Establishing this connection , is the most salient point and also has the function of validating the study itself, since there are no substation studies done previously .

So, Barbara I desagree a little with you when you say that a study is made to add techniques, I think that a study is made when there's a lack of data on a certain field

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Subject: Hi


Author:
Juliana Pena
[ Edit | View ]
Date Posted: 05:47:10 08/16/13 Fri
Hello Everybody

In my opinion, the text "COLLABORATIVE WRITING AMONG SECOND LANGUAGE LEARNERS IN ACADEMIC WEB-BASED PROJECTS" was very interesting, because it reflects about how technology influenced the writing process.
It is great to notice that many people working collaboratively can construct knowdlege and critical thinking.

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Subject: Reading


Author:
Thaisa
[ Edit | View ]
Date Posted: 08:28:28 08/15/13 Thu
Sounds good to me

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Subject: Dateline


Author:
Juliana Pena
[ Edit | View ]
Date Posted: 06:57:09 08/15/13 Thu
Taísa, John suggested that you could post our comments on texts by Friday and Saturday. It that ok for you?

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Replies:
Subject: e-mail and facebook acount


Author:
Thaisa
[ Edit | View ]
Date Posted: 17:05:00 08/14/13 Wed
I think that maybe we should set a dead line for the reading, so everybody together can discuss the text/ideas/questions.

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Subject: e-mail and facebook acount


Author:
Thaisa
[ Edit | View ]
Date Posted: 17:00:47 08/14/13 Wed
Thaisa T. S. Silva

thataisa@hotmail.com

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Subject: Text


Author:
Juliana Pena
[ Edit | View ]
Date Posted: 13:36:02 08/14/13 Wed
Hello Guys

Have you read the text?
Let's share our ideas?

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Subject: Facebook


Author:
Juliana Pena
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Date Posted: 07:03:13 08/13/13 Tue
Hello!
My facebook page is:
https://www.facebook.com/juliana.luizapena

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Subject: Hi


Author:
João Sullivan Keoma Dumbá
[ Edit | View ]
Date Posted: 17:57:29 08/12/13 Mon
Hi group.

Barbara and Thais, could you send your facebook pages? I think it would be easier for us to communicate during the week.

Regards,

João Sullivan

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Replies:
  • Re: Hi -- Bárbara Aun, 04:19:12 08/13/13 Tue
Subject: Hello!


Author:
Juliana
[ Edit | View ]
Date Posted: 06:59:45 08/12/13 Mon
Hello Group!
Hope we can get in touch!
best regards
Juliana

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Subject: Welcome to Group 7


Author:
Ricardo de Souza
[ Edit | View ]
Date Posted: 05:57:40 08/12/13 Mon
Welcome to Group 7!

The members of this group are:

Bárbara Deslandes
João Sullivan Mumbá
Juliana Pena
Thaisa de Souza Silva

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