COLLABORATIVE AND INDIVIDUAL WRITING IN A CLASSROOM: AN ANALYSIS OF TEXTS WRITTEN BY ELEMENTARY SCHOOL STUDENTS

Collaborative writing for classroom dyads is a didactic situation that places students dialoguing to build a single text through negotiation, unlike individual writing, where one usually writes alone and in silence. Affiliated to the studies proposed by Textual Genetics based on an enunciative appro...

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Bibliographic Details
Published in:Alfa 2019-01, Vol.63 (1), p.141-160
Main Author: Felipeto, Sonia Cristina Simoes
Format: Article
Language:English
Subjects:
Cooperative learning
Elementary education
Elementary school students
Enseñanza de idiomas
Escritura
Learning environment
Manuscritos
Negotiation
Silence
Spelling errors
Text analysis
Writing
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Summary:Collaborative writing for classroom dyads is a didactic situation that places students dialoguing to build a single text through negotiation, unlike individual writing, where one usually writes alone and in silence. Affiliated to the studies proposed by Textual Genetics based on an enunciative approach, the objective of this work was to develop a comparative study with the purpose of highlighting the advantages and/or disadvantages of writing collaboratively. Three categories served as analytical parameters: A--textual extension, measured by the number of words; B--the incidence of orthographic errors; C) the number of erasures. The study sample was defined by convenience and comprises 8 manuscripts, 4 of which are individually produced and 4 which are produced in pairs. The students are in the 2nd year of elementary school in Brazil, with ages between 7 and 8 years. Data were collected respecting the ecological conditions of the school context. Analyses have shown that, collaboratively, students write, on average, texts 34% longer than individually, producing 170% more erasures and 10% more errors than in the individual format. KEYWORDS: Interaction. School manuscript. Errors. Erasure. A escrita colaborativa por diades em sala de aula e uma situacao didatica que coloca alunos dialogando para construir um unico texto, ao contrario da escrita individual, em que normalmente se escreve sozinho e em silencio. Filiado a Genetica Textual, a partir de uma abordagem enunciativa, este trabalho desenvolveu um estudo comparativo com o objetivo de evidenciar as vantagens e/ou desvantagens da escrita em colaboracao. Tres categorias serviram de parametro analitico: a) a extensao textual, medida atraves do numero de palavras; b) a incidencia de erros ortograficos; c) o numero de rasuras. A amostra do estudo foi definida por conveniencia e compreende 8 manuscritos, sendo 4 produzidos individualmente e 4 produzidos em duplas. Os alunos sao do 2 ano do ensino fundamental, com idades entre 7 e 8 anos. Os dados foram coletados durante o desenvolvimento de um projeto didatico intitulado "Contos do como e do porque" no ano de 2012 em uma escola privada, respeitando as condicoes ecologicas do contexto escolar. As analises mostraram que, colaborativamente, os alunos escreveram, em media, textos 34% mais longos do que individualmente, produziram 170% a mais de rasuras e 10% a mais de erros que no formato individual. PALAVRAS-CHAVE: Interacao. Manuscrito escolar. Erros. Rasuras.
ISSN:0002-5216
1981-5794
DOI:10.1590/1981-5794-1904-6