Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Thesis presentation framework

No description

hamideh mozaffari

on 16 September 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Thesis presentation framework

The Impact of Group Formation Method (Student-selected vs. Teacher-assigned) on the Results of Community Model of Teaching Creative Writing

Two intact classes (Class A=16, Class B=16)

grouping method
Teacher-assigned grouping method
Teaching materials
Index of Learning Style (ILS) Questionnaire

(Bradford University, 2008)

First half of the semester


Second half of the semester

- Post-test

-Written report

Does group dynamics vary across the two group formation methods (student-selected vs. teacher-assigned)? If yes, how?
Does community model ( Regardless of grouping method) improve students' creative writing?
Does group outcome vary across the two group formation methods (student-selected vs. teacher-assigned)? If yes, how?
Experimental Comparison Group Design

Microgenetic Design
An introduction to creative writing
To familiarize students with major qualities of a creative piece of work: image, figure of speech, characterization and story
To identify and analyze how these features are employed by creative writers through exemplification
To practice with different qualities by doing writing exercises
Small Group Workshopping
Pre-class Activity
Peer written criticism
In-Class Activity
Meeting with each writing community
Peer oral criticism
Instructor's job:

To facilitate discussion, to teach when necessary
Post-class Activity
Revision based on peer & teacher feedback
- Community model (regardless of group formation method) serves as a pedagogical model which can significantly foster students' creative writing ability.

- Group formation method should be seen as a key factor influencing group dynamics as well as group outcome.

I. Preliminaries
II. The Statement of the Problem
III. The Significance of the Study
IV. Research Questions
V. Methodology
-Data Analysis
VII. Results
VIII. Pedagogical Implications
IX. Suggestions for Further Research

Group Formation Method
Group Outcome
Results of Community Model
- Despite the significance of creative writing, its pedagogy is underdeveloped.

- The efficiency of student-selected group formation method in community model is questioned.
- It addresses one of the pedagogical issues raised in the field of creative writing (the results can be extended to subjects other than creative writing).

- It addresses one of the major concerns of the field, that of creativity assessment.
Group Outcome
Teacher-assigned Groups
Student-selected Groups
Group Input
Group Process
Group Outcome
Group Dynamics





-Attitude toward quality of group work

Group Dynamics
Group Dynamics
Group Input
Group Process
Group Outcome
Student-selected Grouping
Group members' characteristics:

Friendship-based groups
Satisfactory Cooperation

Easy Communication


Positive attitude toward group work
Group Input
Group Process
Group Outcome
Teacher-assigned Grouping

Satisfactory Cooperation

Positive attitude toward group work
Chance-based groups
Outcome of Group Work
Some of students of student-selected group formation method did not accomplish group task.
The works of some of those who did exhibited lower quality than those of teacher-assigned grouping condition.
Assessment Materials
Assessment of Creative writing
Assessment of Group Dynamics
Creative Writing Rubric
Written Report
Haake (2010):
_ Pre-test
Qualitative Analysis
Quantitative Analysis
One –way Repeated Measures ANOVA

One –way ANOVA

Intraclass Correlation

It entails "Making replicable and valid inferences from texts (or other meaningful matter) to the contexts of their use" (Krippendorff, 2004)

Content Analysis
Data Analysis
Imaginative writing: The elements of craft (Burroway, 2011)

The Routledge creative writing course book (Mills, 2006)

Creative writing-20: A curriculum guide for secondary level (Saskatchewan Education, 1998)

Group Dynamics

Group's Internal Characteristics:

Group members' cooperation,




Goal Commitment,

Attitude toward group work

( Dornyei and Murphey,2003)
The Quality of Performance
Teacher-assigned Groups
Student-selected Groups
Creative writing necessitates high degrees of practice
Romantic Myth Theory
Teaching creative writing is essential
Small-group Workshopping
Self-selected Group Members
Peer Criticism
Teacher: To Facilitate the Discussion & Where Necessary to Teach
Purpose: To Work Toward Some Revesion Strategies to Develop the Work
Junior Level

Majoring in English Language & Literature

At the University of Guilan
Individual Factors
Group Factors
-Group composition

-Group size
Environmental Factors
-Reward structure

-level of stress
Members' characteristics:
Result of one-way repeated measures ANOVA
Result of Trend Analysis
Result of One-way ANOVA
Linear component
Quadratic component
Creative writing scores do increase linearly over time.
The increase in creative writing scores levels off at the last measurements.
Community model significantly fostered students' ability

To investigate what would happen if students plan, write, as well as revise collaboratively.

To compare small group with whole class workshopping so as to identify the possible strengths and weaknesses of each mode.

Taking students' preferences toward individual versus group work into account, further research might be conducted to cross compare these two modes.

Group Formation
A moment-to-moment study of developmental change in learning over a short period of time.


Teacher-assigned groups were more task-oriented than student-selected groups
Pre-existing friendship Debilitative tendency among friends to socialize rather than work
Teaching creative writing is doomed to failure
No definite advantage for any of the group formation methods.

Statement of the Problem
Significance of the Study

Does community model (regardless of group formation method)improve students’ creative writing?

Does group dynamics vary across the two group formation method (student-selected versus teacher-assigned grouping)? If yes, how?

Does group outcome vary across the two group formation method (student-selected versus teacher-assigned grouping? If yes, how?
Full transcript