Higher education frequently utilizes collaborative learning, and collaboration is also emphasized as an important skill in the workplace. However, students often feel apprehensive about group projects. The semester-long Collaborative Writing and Presenting course teaches students how to collaborate on communication projects using best practices…

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)

Describes an imaginary future classroom in which students are engaged in cooperative group writing on a computer network. (SR)

Questions the effectiveness of incorporating collaboration into classrooms and expecting instant results. Discusses the highly individualistic pedagogy that students have already been steeped in. Calls for practical measures and instruction in collaborative skills which will foster collaborative learning. (HB)

Presents a framework for third-grade writers and their partners called L.A.M.P. (Listening, Asking questions, Making suggestions, and Positive comments). Notes that the author uses this collaborative planning exercise periodically, not for every writing piece. (RS)

Discusses problems of collaborative writing. Introduces the "collage" as a teaching activity and lays out directions for its use. Suggests several methods for helping solo writers get comfortable collaborating with other writers and improve their solo writing. Attempts to make collaborative writing easier, more inviting, but more complex, and…

Presents an initial minicollaboration exercise with which to begin collaborative projects. Notes that students discuss how to respond to a range of comments and concerns of prior students to collaboration, thus shifting learning and discovery to students from the very first step. (SR)

Describes the pros and cons of using collaborative writing assignments in the English classroom. Gives one teacher's experiences using collaborative writing in a college prep composition course. (HB)

Describes a collaborative writing assignment devised for a first-year composition class. Outlines how the assignment was undertaken and carried out by the students. Provides background on the theoretical literature concerning collaborative writing. (HB)

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)

Describes how one English teacher stumbled on the idea of having student peer groups write scripts. Outlines a variety of ways that script writing assignments can be made. Advocates having such scripts created by student collaborative groups. (HB)

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 "collectivist composing" where the social relations enacted by the class, while writing together, are shaped by the students who are both writing together and studying the relations they make. Suggests teachers open their classrooms so that they become places for communal meaning making and collectivist writing. (RS)

Describes a team assignment in an undergraduate report and proposal writing course in which students analyze a request for proposals. Discusses incorporating collaborative writing groups in the assignment and the grading method. (SR)

States that the Progressive Novella Project for high school students involves the collaborative writing of a 35-50 page novella. Explains that prior to the actual writing process, students are educated in the basic elements of fiction writing. Describes the division of labor into groups. Comments that the results of the project are invariably…