Suggests that through the shared experience of producing a story, students can understand plot on a deeper level and remember it more vividly than simply having it explained to them. (MS)

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

Presents an initial minicollaboration exercise with which to begin collaborative projects. Notes that students discuss how to respond to a range of comments and concerns of prior students to collaboration, thus shifting learning and discovery to students from the very first step. (SR)

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 an activity designed to help students begin to see connections between traditional print and electronic communication environments. Aims also to introduce students to collaborative writing and sharpen narrative writing skills. Gives a step-by-step progression of the activity which begins with groups creating a character sketch. (PA)

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)

States that the Progressive Novella Project for high school students involves the collaborative writing of a 35-50 page novella. Explains that prior to the actual writing process, students are educated in the basic elements of fiction writing. Describes the division of labor into groups. Comments that the results of the project are invariably…

Describes a classroom activity in which a group of five students compose an essay together which meets the following academic objectives: (1) awareness of what constitutes a thesis; (2) understanding of evidence which can be used to support such a thesis; and (3) a conception of a conventionally developed five-paragraph essay. (RAE)

Outlines a collaborative writing exercise designed to help students develop position statements for persuasive essays. Notes that this exercise helps students adopt the discursive style and language of the academic community, as well as develop reader-based arguments. (MM)

Describes the use of peer grouping and the puzzle-solving format of a popular television game show to help students explore literary themes and compose a paper. (HTH)