Teachers often view basic writers as manifestations of three different problems: problems with usage forms, problems with discourse forms, and problems with thought. The first type consists of problems of standard versus nonstandard English usage, and is concerned with error. Others see basic writers' problems as ones of discourse forms and…

Reports on a study that examines the planning and revising of ninth-grade coauthors to determine how collaborative writing socializes and impacts the writing process. Finds that the students' writing processes tended to resemble those of more expert writers--planning, composing, and revising collapsed into a truly recursive process. (TB)

Discusses the purpose and effects of collaborative writing in proposal development projects. Suggests how collaboration serves the larger social functions of the modern corporation. Discusses how the circumstances of proposal development affect collaboration. Describes storyboarding--a common and often highly effective tool for fostering…

Describes a collaborative classroom process that helps build cohesion among group members by placing all students into the roles of writer, reader, editor, and evaluator. Presents six teaching tips for the process. (RS)

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)

Contends that the collaborative learning occurring in a writing center is ethical. Argues that educating young writers is more important than certifying their ability; that research demonstrates the efficacy of collaborative learning; and that inexperienced writers are entitled to the same collaborative help that professional writers expect and…

Compares and contrasts the collaborative-writing workshop models of Kenneth Bruffee, Peter Elbow, and James Moffett. Notes that although all profess an epistemic approach to writing instruction, their views about student potential and ability and the teacher's role are quite different. (MM)

Describes a collaborative writing activity, designed to promote free and creative writing, in which groups of students each write one section of a collective short story. (MM)

Describes an activity that develops student writers' individual voices, even when collaborating closely in a writing workshop. Notes that the writing workshop allows students access to each other's writing processes and encourages consensus on revision directions. (MM)

Examines the differences between peer response groups and writing tutorials. Gives a brief history of each, and discusses them in terms of determining goals, setting the agenda for collaboration, and methods. Offers some cautionary reminders. (SR)

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)

Describes a classroom study which found that mixed-sex collaborative writing pairs can be used effectively in the classroom to help students bridge the gender gap in their own writing. (SR)

Discusses teaching students in the collaborative writing classroom to acknowledge influences and credit sources. Offers classroom exercises as well as options for acknowledging sources. (SR)

Argues that trainers who develop and teach in-house communication courses for their firms should review recent research and require more in-class writing; provide more feedback to trainees; use computerized classrooms; include collaborative writing; and place writing in the context of a larger project. (SR)

Describes a course that integrates individual and collaborative group assignments while requiring students to work through multiple drafting processes involving teacher and peer intervention. Outlines specific assignments. Addresses issues such as establishing collaborative groups, analyzing group dynamics and writing processes, and the role of…