OCENA TELEKOLABORACYJNYCH PROJEKTÓW PISARSKICH REALIZOWANYCH NA PLATFORMACH SYNCHRONICZNYCH

This article deals with the issue of assessment in the context of telecollaborative writing activities conducted on synchronous platforms such as Google Docs. Based on the research conducted by the author among secondary school students learning French, the attempt is made to discuss various areas of participants’ activity which can be subjected to assessment: text planning, text composition, project management through comments, linguistic corrections, etc. A conclusion is reached that the outcome of collaborative writing projects is greatly determined by how L2 students engage in the process of writing using Web-based word processing tools. In our opinion, it is impossible to consider the creation of a universal assessment grid suitable for all teaching contexts. Instead, a teacher willing to integrate such activities in his curriculum has to show a great deal of flexibility and adaptability.

Language Inequality and the Use of Standard Language

This paper deals with linguistic inequality and the use of standard language. Language inequality has a wide and multifaceted meaning with several interpretations. It should be noted that the habits of informal use of the language do not define all inequality because the same user in another circumstance may use the language standard and manage to indicate a certain degree of use of the language. From the research with students of Albanian language, it turns out that these students, starting from the first year of the studies, show the efforts, the ability and the skills of using the linguistic standard despite a linguistic conformism. Linguistic individuality highlights the linguistic inequality. Language inequality has linguistic or limited language deficits on written and speech discourse. Meanwhile, the text sublimates the individual skills of writing, brainstorming, text planning, linguistic coherence and cohesion, according to an elaborate linguistic code. Furthermore, we see that language inequality is relative, because everyone who writes or speaks, under certain conditions, has his / her linguistic competence and individuality. In my research on students` texts are noticed some elements dealing with linguistic inequality and use standard language. Key words: Language Competence, Standard Language, Language Inequality, Language Deficit, Restricted Code, Elaborated Code.

Distributed Cognition and Embodiment in Text Planning: A Situated Study of Collaborative Writing in the Workplace

Through a study of collaborative writing at a student advocacy nonprofit, this article explores how writers distribute their text planning across tools, artifacts, and gestures, with a particular focus on how embodied representations of texts are present in text planning. Findings indicate that these and other representations generated by the writers move through a spectrum of durability, from provisional to more persistent representations. The author argues that these findings offer useful insights into the relationships among distributed cognition, materiality, embodiment, and text planning and have implications for practitioners and students of writing. Additionally, the author recommends that scholars further investigate the ways in which embodied representations of texts are generated through lived experiences with the materials of writing.