Focuses on oral language and writing. Describes typical roles that children take on as they work together to create a piece of text (co-author). Offers suggestions for moving learners to more productive and fulfilling co-authoring relationships. (SR)

Examines collaborative writing and the importance of children's talk as they write. Provides several examples of children's dialogues during collaborative writing and role-playing sessions. (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 how, in a second-/third-grade classroom, and in the context of writing workshop, another kind of community developed--an informal but long-lasting "writing club" with eight core members who worked collaboratively and developed a story topic that became the dominant story topic pattern throughout the remainder of the school year. (SR)

Offers suggestions for how to build a true community of writers in which responsibility is turned over to the students. Discusses modeling whole class books, small group publishing, steps in the writing process, tracking the process, building a community, learning leadership, and the role of the teacher. (RS)

Interviews children in a collaborative learning classroom to understand their perceptions of collaborative learning. (MG)

Discusses the use of collaborative writing for children who are resistant to schooling--who are delayed developmentally for social, psychological, or biological reasons. Provides examples of collective writing centered around a novel created by a junior high school remedial class. (SKC)

Two articles point out the importance of students' collaboration in the computer lab. The first describes two students' use of the word processor to write a story collaboratively. The second analyzes the dialogue of two students playing a computer game, showing that such games help students become better at planning and decision making. (ARH)