Contends that the collaborative learning occurring in a writing center is ethical. Argues that educating young writers is more important than certifying their ability; that research demonstrates the efficacy of collaborative learning; and that inexperienced writers are entitled to the same collaborative help that professional writers expect and…

A demonstration of a classroom writing group in action, this 35-minute interactive video and instructional booklet focus on writing as a shared act of communication. The videotape models structure and process rather than any particular kind of writing, and the group process can be adapted to a variety of writing tasks and requirements. The…

Explores how word processing affects thinking and writing. Examines two myths surrounding word processors and invention in technical writing. Describes how word processing can enhance invention through collaborative writing, templates, and on-screen outlining. (MM)

Discusses some of the major aspects of authoring hypertext documents and databases as forms of interactive instruction. Highlights include knowledge structuring; root documents; authoring tools; screen formats; computer graphics; collaboration among authors; cognitive processes; and degree of learner control. (LRW)

Offers research-based advice on how to promote effective collaboration in writing projects: (1) delaying consensus; (2) engaging in substantive conflict while avoiding affective and procedural conflict; and (3) operating in a cooperative rather than competitive climate. Notes three strategies for students and professionals to delay consensus:…

Uses a study of a high school writing center program to illustrate and explain the different forms and skills needed for collaborative writing in both classroom and writing center contexts. (MM)

Discusses the Young Authors Program, a program sponsored by the Greater Boston Reading Council, which encourages teachers to help students create original illustrated bound books. (MM)

Discusses how collaborative writing can be a tool for activating students' multiple voices and multiple versions of self and the world within the classroom. Describes three collaborative writing projects in which special education students discussed and wrote about important knowledge that was formed in their own contradictory moments. (MM)

Describes two models for using the Electronic Networks for Interaction (ENFI) systems in writing instruction. Identifies the aims as (1) advancing traditional interests of the English department; (2) encouraging collaborative writing; and (3) increasing student freedom. Provides examples of student writings resulting from the traditional teacher…

Describes a collaborative-writing assessment system that rewards each student both for the group's performance and for individual participation. Presents a survey of student attitudes toward an assignment incorporating the assessment system, and reveals that students perceived the assessment as fair and effective. (MM)

Describes a collaborative reading and writing project matching preservice student teachers with eighth-grade students. Provides analysis of participant reactions to the program, including specific comments by both students and teachers about the readings and the subsequent writing assignments. (HB)

Considers the role of the writing center within the context of a large writing program. Describes how the adoption of a portfolio system of grading at the University of Southern California focused attention on this issue. Narrates the changes brought about by the adoption of a portfolio assessment system. (HB)

Presents an overview of Disk Operating System (DOS)-based computer-supported collaborative work group writing tools. Suggests a framework to classify group writing tools. (RS)

The social contexts students need to encourage productive collaboration in their writing can be provided by attending to various design features of the English microcomputer laboratory. Collaborative learning offers a powerful alternative to traditional classroom teaching methods and helps students become part of a community that approximates the…

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…