Date

2018

Document Type

Dissertation

Degree

Doctor of Philosophy

Department

Teaching, Learning, and Technology

First Adviser

Sawyer, L. Brook

Abstract

Much of the research on digital collaborative writing focuses on undergraduate and graduate writers, yet under-studied high school students also need 21st century literacies for academic and workplace success. To meet this need, educators require interventions supporting high school students’ collaborative writing skills development. A substantial body of research has established the efficacy of scripting during digital collaborative tasks. Yet less is known about the effect of digital collaborative writing scripts upon high school students. In this quasi-experimental study, one high school Language Arts class engaged in a revision decision method intervention script for collaborative writing. This treatment group was compared with students writing collaboratively with a business-as-usual control approach. Using a mixed methods design, this study investigated and found that the revision decision method increased the treatment group students’ revision depth, but that it did not affect their metacognitive regulation, and ownership feelings. Self-generated scripts used by high school students under the control condition represented a more cooperative approach to collaborative writing that was dominated by superficial revision targets. Implications include that scaffolding high school collaborative writers may benefit from providing metalanguage for reflection, as well as the possibility that high school collaborative writing might promote success at peer review processes that transfer to other writing modes. The study’s strengths and weaknesses in overall design may help to provide additional direction in future research on strategies to support high school collaborative writers’ success.

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