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)

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)

Considers the complex roles encompassed in the job of college English professor, including researcher and teacher. Discusses three basic schools of writing traditions. Proposes a model of writing based on collaborative principles blurring disciplinary boundaries, resulting in intellectual property as literacy. (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)

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)

Observes collaborative activities in three writing classes. Offers two ethnographic reports: one illustrating the tension felt by the instructors as a result of stalled collaboration; the other demonstrating a more successful collaborative sequence. Concludes that once the instructors learned to think collaboratively, they began wholly to redesign…

Investigates the level of students' private access to computers. Finds that nearly half of the students surveyed have access to computers outside the university labs. Discusses how students' independent access can influence courses aimed at integrating word processing and the writing process. (PRA)