Presents a short history of collaboration as a pedagogical technique in composition. Concludes with some assumptions about collaboration that might be useful to those in writing centers as they theorize, teach, confer, tutor, conduct faculty workshops, and reflect on their educational and political purposes for teaching writing. (PRA)

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)