[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-589094-105":59,"doc-detail-589094-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","assessment-of-journalism-students-writing-projects-completed-individually-and-in-collaboration","ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS - Completed Individually and in Collaboration","","Assessment examines how journalism students’ writing projects perform under different collaboration conditions, comparing group collaboration with individual writing after prewriting group discussion and individual writing without collaboration. Data include a survey with 21 second-year and 15 third-year students producing 18 fiction stories for preschool children, plus evaluations by 12 six-year students. Teachers’ interviews from the Department of Publishing and Editing were recorded, transcribed, and analyzed. Findings show positive attitudes toward collaborative writing, highest scores for prewriting-discussion-based individual work, and evidence of unequal participation in unfamiliar group pairings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/assessment-of-journalism-students-writing-projects-completed-individually-and-in-collaboration/589094/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/assessment-of-journalism-students-writing-projects-completed-individually-and-in-collaboration/589094.png","ImageObject",300,407,{"name":92,"@type":93},"Nguyễn Văn Học","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the study compare individual and collaborative writing conditions?","Question",{"text":112,"@type":113},"Students wrote fiction stories under three conditions: collaborative writing in groups, individual writing after a prewriting group discussion, and individual writing without collaboration. The resulting texts were evaluated and compared.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the students and teachers think about collaborative writing?",{"text":117,"@type":113},"Both students and teachers expressed positive attitudes toward collaborative writing, viewing it as supportive of learning outcomes and teamwork preparation.",{"name":119,"@type":110,"acceptedAnswer":120},"Which writing condition produced the highest and lowest scores?",{"text":121,"@type":113},"The highest score came from texts written individually after the prewriting discussion. The lowest average score came from texts written with no collaboration.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},589094,1792171198,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},1374402739827,"https://ap-avatar.wpscdn.com/avatar/14000c97e7351f1a627?x-image-process=image/resize,m_fixed,w_180,h_180&k=1787885694763230660","DOI: 10.20535/2410-8286 .178843  \nASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS  \nCOMPLETED INDIVIDUALLY AND IN COLLABORATION  \nSvitlana Fiialka1, Olga Trishchuk2, Nadija Figol3, Tetiana Faichuk4  \n1,2,3National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” 4 O. O. Potebnia Institute of Linguistics of the National Academy of Sciences of Ukraine  \n[fiyalka@i.ua](fiyalka@i.ua)  \nThe authors discuss the issues and benefits of collaborative writing in journalistic education, comparing the texts written by students in different conditions: in group collaboration, individually after prewriting group discussion, and individually without any collaboration. We used a survey for collecting both quantitative and qualitative data.The participants were 21 second year and 15 third-year students, who wrote 18 fiction stories for preschool children (3 were written in the collaborative writing groups of 4, where the students were allowed to choose partners for small groups; 3 in the collaborative writing groups of 4, where the students were not allowed to choose partners; 6 after prewriting group discussion, and 6 without any collaboration) . 12 six-year students evaluated delivered texts. We also interviewed 12 teachers of the Department of Publishing and Editing about the collaborative writing tasks atthe meeting of the Department. Teachers’ interviews were recorded, transcribed and analysed. The students and teachers expressed positive attitudes towards collaborative writing, that contributes to students’ learning outcomes and prepare them for teamwork. The highest score got the texts written individually after the prewriting discussion. The stories written by the students who were allowed to choose partners in a group work gained higher scores than texts prepared in randomly created groups. The participants in the selfselected conditions reported that they enjoyed а high level of participation, sharing the workload and supportive behaviour. We also observed the evidences of unequal participation of students in collaboration in small groups where the partners were not familiar. The lowest average score got the texts written with no collaboration. So, we proved that there is a need for implementing prewriting group discussions in the learning process. It is necessary to differentiate the role of each student in collaborative writing to evaluate individual results correctly.  \nKeywords: journalistic education; collaboration; collaborative writing; individual writing; group work; prewriting group discussion; writing task.  \nIntroduction.  \nCollaborative writing is typically defined as the joint production of a text or the coauthoring of a text by two or more writers (Storch, 2011) . It is especially relevant in journalistic education. Journalists, public relations agents and copywriters often collaborate, working on their social or advertising projects and writing texts for print newspapers, journals or internet media. So, it is extremely important to give students collaborative writing tasks to prepare them to write in teams after they graduate.  \nCollaborative writing is an effective strategy in both traditional face-to-face and online environments (Zheng et al., 2018) . Through this form of learning, students interact with each other and with a teacher to ask questions, discuss ideas, find solutions, complete tasks and reflect on their experiences (Kozlov and Große, 2016) . Collaborative writing teaches students how to be “tactful, constructive, sympathetic, and firm all at once”(Bruffee, 2007) .  \nAn essential activity in collaborative writing is a prewriting discussion, when writers generate ideas, explore directions, and search their way for writing. When students attempt to write texts without developing ideas, designing the structure of their texts, and focusing on the precision with words and phrases, they can end up with a “premature draft”,“one that is more writer-based than reader-based and, thus,","cbCait7nfdVPXPwt","https://ap.wps.com/l/cbCait7nfdVPXPwt","pdf",574765,"English","# Introduction\n## Collaborative writing in journalistic education\n## Prewriting discussion and writing outcomes\n## Limitations of traditional journalistic education","[{\"question\":\"How does the study compare individual and collaborative writing conditions?\",\"answer\":\"Students wrote fiction stories under three conditions: collaborative writing in groups, individual writing after a prewriting group discussion, and individual writing without collaboration. The resulting texts were evaluated and compared.\"},{\"question\":\"What did the students and teachers think about collaborative writing?\",\"answer\":\"Both students and teachers expressed positive attitudes toward collaborative writing, viewing it as supportive of learning outcomes and teamwork preparation.\"},{\"question\":\"Which writing condition produced the highest and lowest scores?\",\"answer\":\"The highest score came from texts written individually after the prewriting discussion. The lowest average score came from texts written with no collaboration.\"}]","ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS - Completed Individually and in Collaboration | PDF",1792066541,23]