An instructor teaching professional writing found that groups collaborating on the final project required for the course, the creation of a brochure, experienced considerable infighting and tension. In reexamining his course objectives, he confirmed his sense that indeed collaboration in one form or another is inevitable in American professional…

Reviews selective research on collaborative writing and then shows how group dynamics and peer review techniques can be integrated into classroom group writing projects. (TB)

Recounts the experiences of two different night hikes by junior high students in central Ohio which focused on writing a group poem and exploring the mysteries of the "unlit" world. Discusses imagery and features excerpts from "night" poetry, both that written by the students and readings from published poets. (PA)

Presents instructional strategies designed to maximize cohesion and minimize conflict in collaborative writing groups. Argues that an understanding of sources of conflict, conflict management strategies, and group processes allows productive and creative group energy to be channeled into effective business writing. (RS)

Reports on an attempt to organize a collaborative writing project with two teams of graduate students. Concludes that despite the professional level of the students, they, like undergraduates, need structure and guidance throughout the collaborative process, including journal checks, conferences, and self- and group-assessment tools. (TB)

Argues for increased emphasis on collaboration in the classroom. Compares the present educational system to the capitalistic economic system based on competition. Proposes an alternative system that provides society with a democratizing influence that features noncompetitive, collaborative learning. (HB)

Describes a collaborative classroom process that helps build cohesion among group members by placing all students into the roles of writer, reader, editor, and evaluator. Presents six teaching tips for the process. (RS)

Describes a course that integrates individual and collaborative group assignments while requiring students to work through multiple drafting processes involving teacher and peer intervention. Outlines specific assignments. Addresses issues such as establishing collaborative groups, analyzing group dynamics and writing processes, and the role of…

Describes a collaborative writing assignment which features a series of interconnected business messages arising out of a case study and including inhouse memos and an analytical report. Shows how the design of a collaborative writing assignment can foster creative rather than debilitative tension. (RS)

Maintains that business writing students need to be prepared for the collaborative work and writing they will face in the workplace. Explores ethical problems with the collaborative approach in the classroom. Describes practical solutions to those problems. (SR)

Describes one technical writing teacher's use of group writing projects in which students write and present a marketing report of a product they have invented. Points out that such projects teach students valuable skills in group dynamics, as well as technical writing skills. (ARH)

Examines the cultural assumptions about what makes an effective team member. Argues that educators typically design collaborative projects and evaluate student participants by using a Western mode of how people should behave in groups. Suggests pedagogical strategies to prepare students for collaborating with students from many cultures. (RS)

Considers how ideology in its various manifestations intersects with collaborative composing both in the business writing class and in the corporation. Describes several classroom experiences which demonstrate how ideology influences students' collaborative dynamics. Considers from a more distant vantage how specific composing ideologies influence…

Offers a view of writing as a process involving three forms of collaboration: coauthoring, workshopping, and knowledge making. Offers guidelines for designing courses in which writing is consciously, deliberately collaborative in all three of the realms identified. (MG)