Graduate students’ attitudes towards collaborative writing
DOI:
https://doi.org/10.31391/MULS2467Keywords:
attitudes, collaborative writing, graduate students, MexicoAbstract
We report the findings of a study aimed at describing the attitudes of a class of PhD students towards collaborative writing in Mexico, and to examine the factors affecting such attitudes. The theoretical perspective was based on the concept of Collaborative writing (Corcelles y Oliva, 2016); the writing process (Flower y Hayes, 1981); Group dynamics (Orozco, 2006); and the tripartite model of attitudes (Briñol et al. 2007). This a descriptive, mixed-methods case study, in a doctoral program. An open and semi structured interview, and a written report were the instruments used for data collection. We found that the attitudes, overall, are negative and ambivalent towards cowriting. This seems to be due to poor or limited experience in this type of activity. The affective component plays a predominant role in these attitudes whereas the cognitive component demonstrates an incomplete perception of true collaborative writing, information gaps about the writing process and the group dynamics. Therefore, we need to build and strengthen not only writing skills but also collaborative work in the classroom, in all educational settings.
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