Language Socialization in Digitally Mediated Collaborative Writing: Evidence from Disciplinary Peer and Teacher Feedback

This study examines the question of how the feedback of peers and teachers on a collaboratively written student text, mediated by track changes and commenting functions in Microsoft (MS) Word, can act as a form of socialization into an academic or professional discipline. It focusses on a collaboratively written legal memorandum, authored by students of law engaged in the practice of ‘mooting’, i.e. the conduct of mock trials, an activity which...