Describes two models for using the Electronic Networks for Interaction (ENFI) systems in writing instruction. Identifies the aims as (1) advancing traditional interests of the English department; (2) encouraging collaborative writing; and (3) increasing student freedom. Provides examples of student writings resulting from the traditional teacher…

Asks whether concerns over helping students enter the academic discourse community are not at odds with the pedagogical aims of the interpretive community of the classroom. Suggests that teachers engage students in a dialogue that respects the complexity and value of both student and academic discourse. (RS)

Describes how first grade and fifth grade students teamed together to coauthor books. Provides an example of a story planning chart. (MM)

Focuses on the tutorial function of writing centers. Describes the uniqueness of the tutorial relationship. Claims that this relationship makes possible knowledge about writing unavailable in more institutionalized settings. Analyzes extensive excerpts from student comments concerning tutorial experiences. (HB)

Offers suggestions for how to build a true community of writers in which responsibility is turned over to the students. Discusses modeling whole class books, small group publishing, steps in the writing process, tracking the process, building a community, learning leadership, and the role of the teacher. (RS)

Using ethnographic research techniques, a study examined the nature of the process whereby a three-member collaborative writing group responded to literature and to each other through a local area network (LAN) and also generated a group composition. The three subjects--of varied educational backgrounds--discussed questions associated with a novel…

Reports student responses to a collaborative writing assignment. Argues that in the real world, collaborative efforts are common and that students need to learn how to work together on a project. (FL)

Tells a story that shows how a pedagogy based on a naive vision of care, one in which both collaborators are to treat each other with reciprocal integrity and compassion, can go awry. Offers three precautions that writing teachers can enact toward a more responsible pedagogy of collaboration. (TB)

Narrates one teacher's move from high school to eighth-grade English. Describes a method for teaching middle school students how to write collaboratively. Provides details of writing assignments, units, and techniques successfully utilized, including publishing a teenage magazine. (HB)

Examines the cultural assumptions about what makes an effective team member. Argues that educators typically design collaborative projects and evaluate student participants by using a Western mode of how people should behave in groups. Suggests pedagogical strategies to prepare students for collaborating with students from many cultures. (RS)

Intended to help teachers understand the complexities of the writing process, this pamphlet offers a model for writing conceptualized in three phases: stimulus, process, and product. The process phase is then examined from the perspectives of: consciousness, speed and elaboration, and mental/physical interaction. The following implications for…

Noting that while collaborative writing is commonplace in the "real" world it is seldom practiced in classrooms, the articles in this focused journal explore the place of collaboration in the writing process and the ways in which collaboration can be fostered in an instructional setting. Following an introduction by the editor, which…

Describes a cross-county writing project involving a third-grade class and high school drama students. The third graders write character sketches and send them to the drama students, who write a play using the characters. The high school students then produce the play for the elementary students, complete with costumes, makeup, and scenery. (TJQ)

Presents a defense of the use of collaborative writing projects in writing classrooms, particularly in creative writing courses. Considers the issues involved in the use of such practices. Suggests ways to use collaborative writing in English classes. (HB)

Describes the relationship between editors and writers. Shows how this relationship is manifested in the way writing is revised and subsequently published. (HB)