Discover an innovative, evidence-based method for preparing students for the demands of college writing called Supporting Strategic Writers (SSW). The goal of SSW is to help students become independent learners who understand the value of strategies and can apply them flexibly in future courses and the workplace. The text provides genre-based…

YouTube, Podcasting, Blogs, Wikis and RSS are buzz words currently associated with the term Web 2.0 and represent a shifting pedagogical paradigm for the use of a new set of tools within education. The implication here is a possible shift from the basic archetypical vehicles used for (e)learning today (lecture notes, printed material, PowerPoint,…

Argues that diminishing the distinctions between oral and written text-making will harm students trying to transform oral to written text. Applies dialogic theory to the science essay, a genre that is a staple in cross-curricular writing courses. Presents five basic teaching strategies that balance oral and written conventions. (RS)

Describes in detail the functions and applications of a computer software program called "ClassWriter" that sets up networked electronic space in which computer conversations can take place. Outlines ways of using the program in the writing classroom. (HB)

Describes a process for evaluating technical writing students who are working in groups. Discusses task sheets, progress reports, evaluation forms, and the final individual evaluation. (PRA)

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)

Students must reconsider the nature of composing and their identities as writers when working on a jointly authored piece of writing, such as a two-page report on a particular area in a university library. Looking at the ways workshop groups interact to produce a piece of collaborative writing and a joint oral presentation offers insight into the…

Explores the concept of peer writing groups by reviewing research and offering a plan for preparing, training, monitoring, and evaluating the peer writing group. (SD)

Outlines a technical writing course in which the students collaborate in writing a technical writing handbook. The course includes traditional lectures as well as small and large group work on various aspects of writing the handbook. (TJ)

Describes how to conduct a collaborative group story-writing session with preschool children and encourage the creativity of the group. (MM)

Describes how a class of 13 academically average high school students, inspired by an earlier article in this journal, collaboratively wrote a story. Notes that the students continued to revise their story even after it came back from the printers. (RS)

Presents several activities for an "interactive" classroom, including improvisation, role-playing, and informal discussions of literature. Notes that all suggested activities provide a context for language use and use students' talk as a vehicle for learning in a wide variety of communication situations, including reading and writing.…

Describes a collaborative learning activity that can be used in a composition classroom. Suggests ways of planning collaborative activities. (RAE)

Describes a collaborative exercise based on the interview that provides practice in four areas: approaching writing as a process, group collaboration, writing for an audience not limited to the teachers, and publication. (HTH)

Presents instructional strategies designed to maximize cohesion and minimize conflict in collaborative writing groups. Argues that an understanding of sources of conflict, conflict management strategies, and group processes allows productive and creative group energy to be channeled into effective business writing. (RS)