Let’s Write (Online Collaborative Writing)

This is the last activity which is part of a larger task sequence that involves creative writing and focuses on literacy skills. The task sequence, based on creating ‘ Mash-Up Literature‘ is designed for upper level language learners and includes some analysis of writing genres.


This activity goes through several sessions. In these sessions, students are asked to compile the knowledge they have acquired thus far to create their own &#39 mash-ups&#39 .

Institution reporting the task:

Language of task instructions:

None

Target Group:

Humanities

Level:

C1

References and acknowledgements:

None

Type:

Collaborative tasks

Estimated Duration:

4 sessions

Topic:

language arts

Tags:

literacy
creative writing

Acknowledgements:

A version of this task was piloted in the research project entitled Plurilingual, audiovisual and digital competences as means to construct knowledge in multilingual and multicultural communities of practice (financed by the Spanish Ministry of Education – EDU2010-17859)

Language Configurations:

Unspecified

Language(s) that the task can be used in:

Dominant language production:

Writing/reading asynchronous
Speaking/listening synchronous

Target Competences:

Language competence
Content knowledge

Specific pedagogical objectives:

Suggested Communication Tools:

Real time conferencing
Moodle-like
Blogs

Suggested Resources:

King Lear Project


Guardian talks about mash-ups


Lecturalia (en español)


Zona Literatura (en español)

Instructions:

This activity goes through several sessions. Only an overview is given here since the exact scheduling and break down of the tasks will depend on the language level of the students and the amount of time for each session.


In these sessions, students are asked to compile the knowledge they have acquired thus far to begin writing their own creative works. Students can be shown examples of other mash-up stories to get an idea of how this done (see resources).


Requirements for the new texts are:

  • The plot must follow (relatively) the plot of the story assigned to the groups.
  • The story should ‘ borrow’ elements from the stories of the other groups (thus ensuring that all of the literature is perused).

The groups work together to produce the following:

  • Highlights from their texts that they feel will be useful for other groups to ‘ borrow’ . These are posted in the group website.
  • An outline of their new story that includes ‘ old’ text and first ideas of ‘ changes’ .
    This can be done in google docs, wikis or other online word processors.
  • Students are given time to comment on these first drafts.
  • The groups meet again to go over input from their mates and to finish their stories.

The final mash-up stories can be published as an e-book, on a blog or in a wiki.

Learner Texts:

None

Document related to the task:

None

Criteria for Completion:

As the final output of a task sequence, evaluation can consist of tests about specific genre traits (studied through the sequence), the use of the target language for writing (as displayed in the final output) and formative assessment of participation and attitude during the task sequence.

Comments and suggestions:

None

Author/copyright:

None

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