ASSESSMENT OF JOURNALISM STUDENTS’ WRITING PROJECTS COMPLETED INDIVIDUALLY AND IN COLLABORATION

The authors discuss the issues and benefits of collaborative writing in journalistic education, comparing texts written by students different conditions: group collaboration, individually after prewriting discussion, without any collaboration. We used a survey for collecting both quantitative qualitative data. participants were 21 second year 15 third-year students, who wrote 18 fiction stories preschool children (3 groups 4, where allowed to choose partners small groups; 3 not partners; 6 collaboration). 12 six-year evaluated delivered texts. also interviewed teachers Department Publishing Editing about tasks at meeting Department. Teachers’ interviews recorded, transcribed analysed. expressed positive attitudes towards writing, that contributes students’ learning outcomes prepare them teamwork. highest score got discussion. work gained higher scores than prepared randomly created groups. self-selected conditions reported they enjoyed а high level participation, sharing workload supportive behaviour. observed evidences unequal participation collaboration familiar. lowest average with no So, we proved there is need implementing discussions process. It necessary differentiate role each student evaluate individual results correctly.