Effects of Cooperation and Editing on Instruction Writing Performance
AbstractThe study examined the effects of editing and cooperation on an instruction writing task. Performance on an individual transfer task was also assessed. Eightynine students participated in the experiment. The students’ instructions were scored for communicativeness and completeness. The results of the study showed that dyads significantly outperformed individuals on a communication score and noneditors outperformed editors. Significant differences were also found for the completeness score with editors outperforming individuals on the first task. No significant differences on completeness were found for the transfer task.