Online+Collaborative+Writing

Online Collaborative Writing Annotative Bibliography by Callie McNew, Kehau Souza, and Kahea Naeole

Callie McNew
 * Citation**: Kittle, P., & Hicks, T. (2009). Transforming the group paper with collaborative online writing. //Pedagogy//, //9//(3), 525-538.
 * Location**: Retrieved from EBSCOhost.
 * Notes**: While the authors, Peter Kittle and Troy Hicks, give little mention to their professional background other than that they are teachers, this article is a peer-reviewed resource. The authors' intentions are to provide fellow educators with a new perspective on traditional literacy theories as they apply to collaborative writing using technology. In contrast to other works of similar nature, this article does not discuss specific trials of use, but instead focuses on generalized tips and tools. I found this article to be very helpful in understanding the practical uses and concerns for online collaborative writing in the classroom.
 * Poster**: Callie McNew

**Citation**: Tobin, L., & Saint Anselm's Coll., M. H. (1991). Using computers for collaborative writing: an interdisciplinary project (1001). **Location**: Retrieved from EBSCOhost. **Notes**: The author of this publication, Lad Tobin, is also the project director for the described project. Tobin works in the English Department at Saint Anselm College in New Hampshire, a traditional, liberal-arts college. He proposed this project, was awarded grant money, and carried out the project for over three years eventually involving over five hundred students and faculty. The project involved training teachers to utilize online collaborative writing in their classrooms in order to change the attitudes of students towards writing and of teachers towards grading, as well as influence how much involvement teachers have in a student's work. Even though his publication is circa 1991, I found it to be relevant action research and enlightening on the benefits of online collaborative writing across many educational disciplines. **Poster**: Callie McNew Review: Sounds like an interesting article. I have a few suggestions. Maybe add in the hypothesis and the consensus of any survey or research data that supports the hypothesis, or if it was the other way around, add in why the findings didn't support the hypothesis. I think that it will provide you with more information at a glance when it comes time to write the paper. - Kuni

**Citation**: McGrady, L. (2010). Hidden disruptions: technology and technological literacy as influences on professional writing student teams. //Writing Instructor.// **Location:** Retrieved from EBSCOhost. **Poster**: Callie McNew
 * Notes**: In this peer-reviewed resource, Lisa McGrady presents a well-articulated analysis of factors that can negatively influence online collaborative work. The paper maps out in detail her strategies, observations, results, and implications of her research focused on a four-person collaborative group at a large, Midwestern University. Many professional writing instructors assume that all of their students come from a relatively level background in a technology-enhanced environment. However, McGrady's findings indicate that individual technological literacy, despite similar upbringings with technology, can greatly influence the outcome of a project, and yet go completely unnoticed by the professor. This paper includes qualitative data and many implications and recommendations to teachers, as well as suggestions for further research. While McGrady presents a well-documented, organized research article, I found much of the text to be redundant and a little too much unneccessary detail.

Callie - Great pick for an article. You summarize portions of the study well. But, a key aspect of the study that should be noted is how individual technological skills affect the work of collaborative teams. In addition, it is important to mention the limitation of this study as the researcher observed and studied only one team that included all women at one particular University. On the other hand, you do include one of McGrady’s main points – that professors don’t see the impact that their student’s technological literacy skills have on the group’s collaboration. With that said, the researcher makes a reasonable suggestion directing instructors to provide individual assistance in order to help students with their technological literacy skills. Which suggestion or implication from the article do you think might be particularly useful for instructors and students? - Kahea

**Citation**: Sokuvitz, S., Zhu, Y., Gareis, E., Bazzoni, J., & Rolland, D. (2005). A collaborative online project between new zealand and new york. //Business Communication Quarterly, 68//(1), 81-96. **Location:** Retrieved from EBSCOhost. **Notes**: This paper is the product of a research study between teachers in New Zealand and New York that resulted in their two college Intercultural Communications classes collaborating together online. The first assignment given to the students was to collaborate together online using one of six options for Computer-Mediated Communication (CMC), and discuss assigned topics in Intercultural Communications. CMCs can include email, chat, discussion board, etc. After the two week allotted time for the assignment, students completed a survey analyzing the different CMC methods. The second assignment involved using several of the CMCs in combination. Afterwards the second class also submitted a survey. I thought this publication revealed a lot about student perceptions, and provided inspiration for different methods of assigning online collaboration projects. **Poster**: Callie McNew

Review: Aloha Callie, the information is written clear and concise. My question is was the study conducted through out a semester or just for two weeks? I see that the survey was created to learn about student perceptions. Did the article share any ahas or limitations? Great job, Kehau Thanks Kehau. The students were only given two weeks to do the assignment. The survey was conducted after the assignment. Both "ahas" and "limitations" were shared in the paper.

**Citation**: Winograd, D., & Milton, K. (2000). Writing in the ether: a collaborative approach to academic research. **Notes**: This paper was presented at the Association for Educational Communications and Technology (AECT) International Convention in 2000 by authors who have a background in discourse analysis and distance education. The authors intend for this paper to be beneficial for academic researchers who choose to collaborate over a distance. The paper summarizes the tools and methods that the authors found to be imparative in their success for writing an academic research paper online with others. This paper does a good job at informing the reader of necessary tools for successful collaboration, but lacks in qualitative or quantitative data to make it a truly useful resource. **Poster**: Callie McNew
 * Location:** Retrieved from EBSCOhost.

**Citation**: Adams, D. (2008). Gaga for Google in the Twenty-First Century Advanced Placement Language Classroom. //Clearing House, 82//(2), 96-100. **Notes**: This paper gives an overview of many tools available to use from Google, including Google Docs, iGoogle, Gmail, GTalk, and more. **Poster**: Callie McNew
 * Location:** Retrieved from EBSCOhost.

**Citation**: Van Horn, R. (2007). Web Applications and Google. //Phi Delta Kappan, 88//(10), 727-792. **Notes**: This paper discusses Google applications, including Google Docs. **Poster**: Callie McNew
 * Location:** Retrieved from EBSCOhost.

Kehau Souza **Poster **: Kehau
 * Citation**: Cathey, C. (2007). Power of peer review: an online collaborative learning assignment in social psychology. //Teaching of Psychology//, //34//(2), 97-99.
 * Location **: Retrieved from EBSCOhost.
 * Notes**: The main arguments of this journal article was to gather evidence in support of using an online collaboration platform to improve student writing and deepen conceptual understanding through the process of anonymous peer review. The research was conducted by the instructor and took place at Missouri Southern State University. It was held during a semester-long course with 30 undergraduates enrolled in a social psychology course. A Likert-type scale was used to measure students’ accuracy in assessing peers’ writing. Secondary resource materials focused on peer review between students in colleges and universities in the sociology or psychology field and incorporating collaborative writing. Although, the timeline was of short duration, positive outcomes were pointed out such as: positive student feedback in favor of online collaborative peer review and teacher satisfaction due to reduction in instructor grading time. The author states, that, "instructors of other psychology courses could easily take advantage of the benefits online peer review assignments offer" (Cathey, 2007).

Kehau, Good job at annotating this article. However, a main point that should be made in evaluating this piece is the objectivity of the author. Since the author is also the teacher it is important to be more critical about the favorable results of the study. With that said, Cathey does provide evidence to support her conclusion. - Kahea

Hi Kehau, Your annotation summarizes the content of the article very well. It is easy to discern the important aspects of the article. I should point out one small typo in your citation, 34 (after //Teaching of Psychology//) should also be italicized. Great job, Laureen

**Citation**: Eckstein, Michelle. (2009). Enrichment 2.0 gifted and talented education for the 21st century. //Gifted Child Today//, //32//(1), 59-63. **Notes:** ﻿This article discusses how the author provides rationale for incorporating Web 2.0 tools for enrichment programs for students because of the ability for anyone to publish, share content and easily collaborate with others. The Internet has created a global community of learners (Siegle, 2005). The author argues that opportunities can be provided for the gifted and talented students to collaborate with other gifted students in areas of similar interest to keep them engaged and motivated in school. This article highlights the various Web 2.0 tools and possible implementation in the classrooms to enrich student collaboration in the 21st century, however does not discuss actual methods or examples of its use concerning writing tasks. This is a good resource for educators considering implementing online collaboration into their curriculum, because the author provides current web 2.0 tools as resources along with the web addresses, workable forms, and strategies for any teacher to put into action immediately. In comparison to Cathey, C.'s article, her study focused on peer review and the benefits and the motivation to collaborae as learners in the writing process. Hey Kehau. This is a great article and resource and is definitely something that I'd look at as a supplement to my classroom curriculum. The study can be applied to a wider audience, other than G/T students who are looking for an online collaboration tool. Great job Kehau! ~Gayle
 * Location: **Retrieved from EBSCOhost.
 * Poster: **<span style="font-family: Arial,Helvetica,sans-serif;">Kehau

<span style="font-family: Arial,Helvetica,sans-serif;">**Citation**<span style="font-family: Arial,Helvetica,sans-serif;">: Gaudry-Hudson, C, & Yalda, S. (2008). Knowledge strands enhancing student perception of online postings. //College Teaching, 56//(2), 97-101 <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 10pt;">**Notes:** This article is written by two faculty members of Millersville University who teach General education courses one in the earth science and the other in foreign languages. Given their teaching experiences and use of distant –learning elements, the instructors took a look at the feasibility, usefulness, and benefit to the inclusion of online tools. Their key interest in the study was to determine how threaded discussions and electronic bulletin boards can “help improve the quality and depth of student learning in these general education” courses (Gaudry-Hudson, Yalda, 2008). A two-part survey was given to the students in both courses at the beginning and ending of the course to compare initial and final knowledge and comfort of course materials. Results were used to build a student profile, determine the start of instruction, and identify the appropriate time to launch the inclusion of technology and online tools. The online postings and discussions were intended to examine the effect of student participation, interest, and performance in each course. Both studies focused on how these online postings can help students take the knowledge learned and make connections to key concepts in the course and ultimately apply it to real-life situations. To further improve student performance, an online mini-tutorial was created to provide tips on how to post quality discussions and responses. Limited face-to-face time in class, prompted both instructors to strategically implement the use of the electronic bulletin boards as a means to include new topics, concepts, terminology, and phenomena through online collaborative posts. The posting provided a platform for students to ask questions for clarification, raise issues, and have an opportunity to learn from their mistakes. The authors of this article provide valuable data for educators at all levels of academia. This is a great resource. Kehau - I like this article because I have tried online postings with my students. I found similar results with my students as the authors did. The main "take away" message I saw with my students was the ability to learn from their mistakes. Plus, the importance of presenting your best the first time around because you may not have time to make several revisions.--Davilla
 * <span style="font-family: Arial,Helvetica,sans-serif;">Location: **<span style="font-family: Arial,Helvetica,sans-serif;">Retrieved from EBSCOhost.
 * <span style="font-family: Arial,Helvetica,sans-serif; margin: 0in 0in 10pt;">Poster: **<span style="font-family: Arial,Helvetica,sans-serif;">Kehau


 * Citation**: <span style="font-family: Arial,Helvetica,sans-serif;">Mabrito, M. (2006). A study of synchronous versus asynchronous collaboration in an online business writing class. //American Journal of Distance Education//, //20//(2), 93-107.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Location **: Retrieved from EBSCOhost.
 * Notes**: <span style="font-family: Arial,Helvetica,sans-serif;">The authors purpose in conducting the study was to look at how sixteen junior-and senior-level college business students, eight being women and eight being men, collaborated using asynchronous versus synchronous communication. A quasi-experimental case-study approach was used due to the smaller sample size. WebCT/Vista was used for real-time meetings and a Web discussion board was used for non-real time sessions. Grouped by four, students were given two different collaborative writing projects in response to a case prompt. Surprising conclusions were found from the students’ response and saved threaded transcripts. The data showed that students preferred synchronous meetings because it supported group conversations and bonding. In contrast, students as a majority felt that the asynchronous group sessions helped them to do the writing assignment because the conversation in these sessions was focused on the writing task. Although the students were aware from the their responses that the real-time meetings spent less time focusing on the writing task, as a whole they preferred to work in a synchronous forum when given a choice. The author recommends, when building online collaborative experiences, instructors may need to consider structuring collaborative time in both synchronous and asynchronous environments (Mabrito, 2006).

<span style="font-family: Arial,Helvetica,sans-serif;">The report is a case-study that was conducted by the author and took place at Purdue University Calumet. I will use the information and heed the recommendations of the author. It is important to recognize that learners thrive through social inter-action, however the article does make a point that asynchronous platforms can provide more centered and focused opportunities for learning.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Poster **: Kehau

Kehau- I find this article interesting being that I'm in both in synchronous and asynchornous classes. The bottom line is I think it depends on the student and their learning strengths. Some people do well in one style of learning over the other. Julio
 * Citation**: <span style="font-family: Arial,Helvetica,sans-serif;">Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Hartikainen, A., & Karkkainen, S. (2010). Blended learning with everyday technologies to activate students' collaborative learning. //Science Education International//, //21//(4), 272-283.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Location **: Retrieved from EBSCOhost.
 * Notes**: <span style="font-family: Arial,Helvetica,sans-serif;">This paper discusses the development and processes of two case studies conducted at the University of Eastern Finland, School of Applied Educational Sciences and Teacher Education. The focus of the authors’ work is to develop and test new pedagogical strategies using mobile technologies for supporting collaborative learning. Both case studies were described in detail and the 1st featured a mini computer (notebook) used in the face-to-face instruction for 9 weeks with the intent to find ways to capture each students’ notes and publish the interpretations for all students to see . The teacher used the notes from the students to check for understanding and misconceptions. The 1st case study included all female participants and the program that was implemented was called Quaiku. The 2nd case study used a semi-structured wiki-environment to tier learning in a biology class. The free Wikispaces.com provided a book-like structure that contains several pages and allows text and images to be used simultaneously. The main purpose of this article is to continually examine and experiment with ways that blended learning can take place with face-to-face meetings and possibilities of wireless networking that implements social software to support collaborative learning. The study uses quantitative and qualitative methods to collect data. Although the students did not mind sharing notes they were not satisfied with the Qaiku programs inability to attach lecture notes to the instructors existing power point. The article does acknowledge the challenged and slow progression of schools in keeping up with our students who are described as the “net generation and digital natives” (Tapscott, 2009). Although this articles’ focus was not on how writing can be improved through online collaboration, the study is important because its purpose is to experiment with ways to build upon learners’ prior and new knowledge through collaborative learning using mobile technologies.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Poster **: Kehau

<span style="font-family: Arial,Helvetica,sans-serif;">**Location**:Retrieved from EBSCOhost. <span style="font-family: Arial,Helvetica,sans-serif;">**Notes**: This paper discusses writing as a social practice and speculates on how wikis might be used to promote higher quality academic writing and support collaborative learning <span style="font-family: Arial,Helvetica,sans-serif;">**Poster**: Kehau
 * Citation**: Wheeler, S., & Wheeler, D. (2009). Using wikis to promote quality learning in teacher training. //Learning, Media and Technology, 34//(1), 1-10.


 * Citation**: <span style="font-family: Arial,Helvetica,sans-serif;">Thompson, L., & Heng-Yu, K. (2010). Degree of online collaboration and team performance: a case study. //Quarterly Review of Distance Education, 11//(2), 127-134.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Location **: Retrieved from EBSCOhost.
 * Notes**:
 * Poster**: Kehau


 * Citation**: Ruey, S. (2010). A case study of constructivist instructional strategies for adult online learning. //British Journal of Educational Technology, 41//(5), 706-720.
 * <span style="font-family: 'Times New Roman',Times,serif;"><span style="font-family: Arial,Helvetica,sans-serif;">﻿ Location **: Retrieved from EBSCOhost.
 * Notes**:
 * Poster**: Kehau

Hi Kehau. Thanks for including the additional citations.

Kahea Naeole **Citation**: Boling, E., Castek, J., Zawilinski, L., Barton, K., & Nierlich, T. (2008). Collaborative literacy: Blogs and Internet projects. //Reading Teacher//, //61//(6), 504-506. The theme of this article focuses on the technological tools that educators can take advantage of in order to support authentic writing, this includes collaborative writing. It is a decent article written by teachers sharing real classroom experiences using blogs and wikis in collaboration with students and teachers in the Philippines as well as from various US states. All of the authors are connected to the educational field and include a doctoral student from the University of Connecticut, a Rutgers University professor, a UOC - Berkley University researcher, and two elementary school teachers from California and Connecticut. Dated March 2008, it is a current publication in a scholarly journal by the //International Reading Association//, a reputable worldwide organization for literacy professionals. Based on the journal in which the article was published it can be inferred that the intended audience are educators in the field of Literacy. In comparison to the article written by Shelbie Witte, this paper focuses on the blog experiences of elementary school children instead of middle school students. In addition, the first part of the article includes a few examples of student’s actual blog posts. However, though the content is relevant in that it focuses on using technologies to support online and collaborative writing, the article is too general to be considered a good resource. <span style="color: #0c0cb8; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Hi Kahea, <span style="color: #0c0cb8; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Your annotation identifies the authors’ background and includes a succinct summary. I appreciate your distinguishing the value of this article for your bibliography topic. It is an important element to include. <span style="color: #0c0cb8; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Great job! <span style="color: #0c0cb8; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;">Laureen
 * Location**: EBSCO
 * Notes**:
 * Poster**: Kahea

This article is written for an academic audience and is appropriate for the topic of online collaborative writing. The study of 40 pre-service non-native speaking (NNS) English teachers at a large Mexican university participated in a collaborative Wiki as a part of a course curriculum. The research aims to explore the students’ attention to meaning by measuring meaning-related change (MRC) in the Wiki over a 16 week period. Each MRC was examined for individual and group behavior. The researcher provides an in-depth analysis of the data to support his findings. Furthermore, as an assistant professor of Computer Assisted Language Learning (CALL) for Ohio University, Greg Kessler is an authority on language learning. Similarly, co-author Dawn Bikowski is also employed at the university and is experienced in researching technology and writing at the graduate level. The article dated February 2010 is current and put out by Routledge, an academic publisher that specializes in the subject areas of social sciences and humanities.
 * Citation**: Kessler, G., & Bikowski, D. (2010). Developing collaborative autonomous learning abilities in computer mediated language learning: Attention to meaning among students in wiki space. //Computer Assisted Language Learning//, //23//(1), 41-58. doi:10.1080/09588220903467335
 * Location**: EBSCO
 * Notes:**
 * Poster**: Kahea

**Citation**: Murphy, K. L., Cifuentes, L., & Yu-Chih Doris, S. (2004). Online collaborative documents for research and coursework. //TechTrends: Linking Research & Practice to Improve Learning//, //48//(3), 40-74. This article is written by authors who participate in conducting research collaboratively using online documents, which is the topic of this paper. Two of the authors teach online courses at Texas A&M University and one author teaches at a University in Taiwan. The article highlights two of the online shared workspace tools used by the authors, Basic Support for Cooperative Work (BSCW) and FirstClass conference software. In addition, the authors discuss examples of how collaborative documents are used in their students’ coursework as it relates to the three leading categories of “telecollaborative” learning activities – interpersonal exchange, information collection and analysis, and problem solving. However, the authors don’t go into any in-depth discussion about the results of these online interaction. Besides that the focus on the two tools is too narrow considering that since the papers publication in 2004 many more collaborative online tools have become available. But, the article does inform its’ intended audience in the educational technology field and comes from a reliable source, TechTrends which is an AECT publication.
 * Location**: EBSCO
 * Notes**:
 * Poster**: Kahea

**Citation**: Nuutinen, J., Sutinen, E., Botha, A., & Kommers, P. (2010). From mindtools to social mindtools: Collaborative writing with Woven Stories. //British Journal of Educational Technology//, //41//(5), 753-775. doi:10.1111/j.1467-8535.2009.00973.x
 * Location**: EBSCO
 * Notes**:
 * Poster**: Kahea

The author teaches at a Kansas Middle School and shares her firsthand involvement and observations with integrating a blog into her classroom curriculum. The project connects her middle school students and pre-service teachers at a nearby university over a period of two semesters. The piece is well written and describes the projects implementation; experiences of the students involved, and expounds on the trials and successes of the project. The article also summarizes the students’ experiences, but doesn’t provide an in-depth analysis of the writing content exchanged between the two student groups. Dated October 2007, it is a current publication by the //International Reading Association//, a reputable worldwide organization for literacy professionals. It is appropriate for this assignment as the intended audiences are teachers and future educators. In addition, the article fits well with our topic of online collaborative writing since it illustrates how one particular blog project combined writing and technology; therefore providing students with the opportunity to enhance both their digital and literacy skills. In comparison to the article titled //Collaborative Literacy: Blog and Internet Projects// this piece provides much more detail about the various aspects that impact a blog project.
 * Citation**: Witte, S. (2007). "That's online writing, not boring school writing": Writing with blogs and the Talkback Project. //Journal of Adolescent & Adult Literacy//, //51//(2), 92-96.
 * Location**:EBSCO
 * Notes**:
 * Poster**: Kahea

Aloha Kahea, this write up clearly points out the involvement of the teacher as well as the students. Your audience is evident and the author's background and intentions are noted. I agree in that this is a resource to refer to as an educator especially if you are teaching middle school or high school. Thank you for identifying this peice I will definitely be using it as a resource for either the literary review or the action research. Great work, Kehau

**Citation**: <span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">Mullen, R., & Wedwick, L. (2008). Avoiding the digital abyss: Getting started in the classroom with YouTube, digital stories, and blogs. //<span style="border: windowtext 1pt; color: #333333; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%; padding: 0in;">Clearing House: A Journal of Educational Strategies, Issues and Ideas //<span style="color: #333333; font-family: 'Times New Roman','serif'; font-size: 11pt; line-height: 115%;">, //82//(2-), 66-69 **Location**: EBSCO **Notes**: The students discussed in this article attend a rural, midwestern K-8 school. There are 28 students in grades 6 – 8. Mullen incorporates YouTube, Digital Stories, and Blogs into her classroom. She specifically used Blogger as a blog tool for her classroom. The discussion that took place on the blog included book recommendations, current events, comments to others postings. One student commented that blogs create “meaningful writing oppourtnities”.

Both authors are teachers, one is an Illinois grade school teacher and the other is an assistant professor at Illinois State University. Published by Heldref Publications in 2008 this article can still be considered relevant because even though many more digital tools have become available on the web, YouTube and Blogs are still highly used for writing and collaboration. The paper comes from a reliable source and is suitable for this literature review; since the discuss the digital tools used with her students to support their writing skills by providing examples of these tools in use in the classroom. While the class sizes are small the authors feel that the ideas within the paper can be modified to fit any other classroom. **Poster**: Kahea

The author is a PhD candidate at Northern Illinois University, a reading specialist and an English teacher for 6th, 7th, and 8th graders at an Illinois school. This article shares how she incorporates the contemporary literacy of her students with the traditional text she is required to teach. Her goal was to make her teaching more relevant for her students. She started with observing her students use of technology, doing her own research about how the role of technology affects the literacy of her students, and surveying her students. Based on her findings she began to incorporate information and communication technology (ICT) into her classroom. As a result, she observed improved performance in her students. Their work was “authentic and deliberate” and the group discussion didn’t require any prompting from the teacher.
 * Citation:** <span style="color: #333333; font-family: 'Arial','sans-serif'; line-height: 115%;">Tarasiuk, T. J. (2010). Combining traditional and contemporary texts: Moving my english class to the computer lab. //<span style="border: windowtext 1pt; color: #333333; font-family: 'Arial','sans-serif'; line-height: 115%; padding: 0in;">Journal of Adolescent & Adult Literacy //<span style="color: #333333; font-family: 'Arial','sans-serif'; line-height: 115%;">, //53//(7), 543-552.
 * Location**: EBSCO
 * Notes:**

Dated April 2010 it is a current publication by the Journal of Adolescent & Adult Literacy, a reliable source. It is appropriate for this assignment because the article share how the author incorporated the use of a wiki, an online collaborative writing tool that improved the literacy skills of her students. The piece is also well written and organized.
 * Poster**: Kahea