Clara's+Summary

A Student’s Guide to Collaborative Writing Technologies First Draft:

In This chapter is from Writing Spaces volume 2, edited by Charles Lowe and Pavel Zemliansky. It presents in a really didactic way many tools to do collaborative work using the internet. Describing all the writing process of two college students, Madison and Dakota, the writer presents lots of tools that can be used to facilitate collaborative work. Some of the tools presented were built to this collaborative work function, some of them, such as Facebook and Twitter wasn’t.

First, all the writing process’s stages, and everything that involves it on this scenario , are presented to the reader. Even things as how they scheduled a meeting or made their research are explained.

Then, after the scenario, the text explains how each tool that they used can be utilized and what each tool can improve in a collaborative writing.

Finally, concluding the chapter, the writer <range type="comment" id="575250">talk<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">s about how <range type="comment" id="553408">these tools can even track for individual contributions, making sure that the students fairly shared the work,<span style="font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-decoration: line-through;"> and <range type="comment" id="869964">the writer encourage<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">s the reader to experiment <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">with these social media tools. Second Draft:

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">In he chapter " A student's Guide to Collaborative Writing Technologies" from Writing Spaces volume 2, edited by Charles Lowe and Pavel Zemliansky, many tools to do collaborative work using the internet are presented in a really didatic way. Describing the writing process of two college students, Madison and Dakota, the writer presents many tools that can be used to facilitate collaborative work. Some of the tools presented were built specifically to this collaborative work function, some of them, such as Facebook and Twitter weren’.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">First, all the stages in the writing process, and all the work that is involved on the presented scenario, are presented to the reader. Even things as how they scheduled a meeting or made their research are explained. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Then, after the scenario, the text explains how each tool that Madison and Dakota used can be utilized and what each tool can improve in a collaborative writing.

<span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%; text-align: left;">Finally, the writer discusses about how colaborative learning tools can even track for individual contributions, making sure that the students fairly shared the work. The writer encourages the reader to experiment with these social media tools. <span style="display: block; height: 1px; left: -40px; overflow: hidden; position: absolute; top: 360px; width: 1px;"><span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 110%; text-align: left;">A Student’s Guide to Collaborative Writing Technologies