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An Examination of the Interaction Patterns and Argumentative Quality in Collaborative Writing

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Title: An Examination of the Interaction Patterns and Argumentative Quality in Collaborative Writing
Language: English
Authors: Özkan Kirmizi (ORCID 0000-0003-3419-8257), Hatice Kübra Er (ORCID 0000-0001-5995-6224)
Source: Novitas-ROYAL (Research on Youth and Language). 2024 18(2):254-269.
Availability: Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: https://www.novitasroyal.org/
Peer Reviewed: Y
Page Count: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Collaborative Writing, Scoring Rubrics, Persuasive Discourse, Writing Evaluation, Second Language Instruction, Second Language Learning, Advanced Students, Undergraduate Students, Interaction Process Analysis, Writing Instruction, English (Second Language), Correlation, Immunization Programs, Foreign Countries
Geographic Terms: Turkey
ISSN: 1307-4733
Abstract: Given that interaction patterns are one of the most critical components of the collaborative writing (CW) strategy, especially regarding text quality, the present study investigates the interaction patterns of argumentative text quality in CW at advanced-level undergraduate L2 writing. Ninety-five undergraduate learners participated in the research and formed 37 groups. They were asked to write one collaborative task and record their CW sessions. The data in the present study were collected from students' recordings, written work, and the researchers' field notes. The study used Toulmin's Argumentative writing rubric (AWR) to evaluate the participants' written work regarding argumentative elements. The interactional patterns of the students were coded based on the framework. This framework includes interactional patterns like eliciting, greeting, justifying, requesting, questioning, or acknowledging. As a next step, we formed four interactional groups based on interactional patterns, and their written production was coded using Toulmin's model. The findings indicated a close relationship between interaction patterns and the quality of argumentation.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1446706
Database: ERIC
FullText Links:
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  Data: An Examination of the Interaction Patterns and Argumentative Quality in Collaborative Writing
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  Data: <searchLink fieldCode="AR" term="%22Özkan+Kirmizi%22">Özkan Kirmizi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3419-8257">0000-0003-3419-8257</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hatice+Kübra+Er%22">Hatice Kübra Er</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5995-6224">0000-0001-5995-6224</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Novitas-ROYAL+%28Research+on+Youth+and+Language%29%22"><i>Novitas-ROYAL (Research on Youth and Language)</i></searchLink>. 2024 18(2):254-269.
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  Data: Children's Research Center-Turkey. Via Tower Is Merkezi, Bestepeler Mahallesi, Nergiz Sokak No 7-35 Sögütözü, Ankara 06530, Turkey. Tel: +90-312-2190219; Fax: +90-312-2190321; e-mail: submissions@novitasroyal.org; Web site: https://www.novitasroyal.org/
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  Data: <searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Scoring+Rubrics%22">Scoring Rubrics</searchLink><br /><searchLink fieldCode="DE" term="%22Persuasive+Discourse%22">Persuasive Discourse</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Evaluation%22">Writing Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Students%22">Advanced Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction+Process+Analysis%22">Interaction Process Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Immunization+Programs%22">Immunization Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Turkey%22">Turkey</searchLink>
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  Data: Given that interaction patterns are one of the most critical components of the collaborative writing (CW) strategy, especially regarding text quality, the present study investigates the interaction patterns of argumentative text quality in CW at advanced-level undergraduate L2 writing. Ninety-five undergraduate learners participated in the research and formed 37 groups. They were asked to write one collaborative task and record their CW sessions. The data in the present study were collected from students' recordings, written work, and the researchers' field notes. The study used Toulmin's Argumentative writing rubric (AWR) to evaluate the participants' written work regarding argumentative elements. The interactional patterns of the students were coded based on the framework. This framework includes interactional patterns like eliciting, greeting, justifying, requesting, questioning, or acknowledging. As a next step, we formed four interactional groups based on interactional patterns, and their written production was coded using Toulmin's model. The findings indicated a close relationship between interaction patterns and the quality of argumentation.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 254
    Subjects:
      – SubjectFull: Collaborative Writing
        Type: general
      – SubjectFull: Scoring Rubrics
        Type: general
      – SubjectFull: Persuasive Discourse
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      – SubjectFull: Writing Evaluation
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      – SubjectFull: Second Language Instruction
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      – SubjectFull: Advanced Students
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Interaction Process Analysis
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      – SubjectFull: Writing Instruction
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Correlation
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      – SubjectFull: Immunization Programs
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Turkey
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      – TitleFull: An Examination of the Interaction Patterns and Argumentative Quality in Collaborative Writing
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