Presents a story-writing activity to encourage the relationship between children's experiences with literature and their ability to write. Emphasizes the importance of having students work in cooperative groups. (MG)

Examines the work of five researchers who have conducted studies of writing with computers or writing with computer-assisted instruction in the following areas: composing with word processing; writing improvement attributed to computers; instructional software; computer networks for writing; and collaborative writing through telecommunications.…

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)

Argues that few modern English departments promote communal scholarship and that collegial interaction focuses more on contemporary literary culture than on shared scholarship. Describes a collaborative publication project in which 10 professors wrote a book introducing undergraduate English majors to literary studies. (RS)

Explores how word processing affects thinking and writing. Examines two myths surrounding word processors and invention in technical writing. Describes how word processing can enhance invention through collaborative writing, templates, and on-screen outlining. (MM)

Discusses some of the major aspects of authoring hypertext documents and databases as forms of interactive instruction. Highlights include knowledge structuring; root documents; authoring tools; screen formats; computer graphics; collaboration among authors; cognitive processes; and degree of learner control. (LRW)

Asks whether students in business writing classes can transform knowledge according to constraints of specific rhetorical situations when cued to do so in an invention activity. Analyzes collaborative planning sessions of student pairs. Considers the instructional scaffolding students provided each other. (HB)

Provides an overview of the book "Instructional Technology: The Definition and Domains of the Field," a collaborative effort of the authors and the Association for Educational Communications and Technology to redefine the field of instructional technology. Highlights include theory and practice; domains, including design, development,…

States that news-lab editorial conferences are rich contexts for students to practice the construction and revision of stories for publication. Points out that a hierarchical mode of collaborative writing is predominant in the workplace. Suggests a theoretical framework for teaching and learning in lab classrooms. (PA)

Defines social rhetorics as emphasizing the inherent ideological nature of language. Discusses the assumptions of three pedagogies associated with social rhetorics: collaborative writing, writing across the curriculum, and cultural studies. Describes the teacher's role in each pedagogy. (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…

Describes the collaborative process (involving authors, product managers, reviewers, students, and publication department) of the development of a first-year composition textbook that works to integrate word processing with the teaching of writing. Notes factors contributing to successful collaboration. (SR)

Asserts that a student-writing portfolio can be a powerful tool for writing instruction. Describes how students compile a portfolio, and the types of writing included. Discusses the use of collaboration in the writing process and methods of assessment. (PRA)

Offers research-based advice on how to promote effective collaboration in writing projects: (1) delaying consensus; (2) engaging in substantive conflict while avoiding affective and procedural conflict; and (3) operating in a cooperative rather than competitive climate. Notes three strategies for students and professionals to delay consensus:…

Offers a Burkean framework for study of collaborative business writing. Reviews the research on collaborative writing, explains a Burkean framework that identifies key areas for future investigation, and provides categories for conducting research. Argues for a research agenda that emphasizes qualitative studies first, to be followed by…