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)

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)

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…