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 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 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)