A study was conducted to examine the collaborative writing process of a group of executives at a financially unstable computer software company as they wrote a business plan to encourage investment in the company and to determine how the process affected the corporate structure. Data were collected from field notes, tape recorded meetings, open…

Many advocates of collaborative writing place too little emphasis on the emotional benefits of feedback to the writer by restricting group feedback to relatively late points in the writing process. Collaboration is as appropriate during the early stages of writing as it is after the completion of a draft. Students can receive feedback from…

Shows how a teacher used student curiosity and imagination in helping students to develop lifelike characters and to collaborate on writing short stories. Provides samples of the sketches and stories. (RL)

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)

In "Rhetoric, Discovery and Change" (1970), R. Young, A. Becker, and K. Pike took Carl Rogers' empathetic approach out of the context of one-on-one therapy and put it into the writing classroom. They proposed the now standard formulaic structure of argumentation which emphasizes a strong thesis up front, a detailed account of the…

This publication contains six lessons for elementary, middle, and high school classrooms developed by writers from Belarus, Croatia, Hungary, Kyrgyzstan, Romania, Russia, and the United States. The authors of these lessons were participants in the Training of Writers program developed and conducted by the National Council on Economic Education, as…

This publication contains six lessons for elementary, secondary, and high school classrooms developed by writers from Belarus, Bulgaria, Latvia, Lithuania, Poland, Ukraine, and the United States. The authors of these lessons were participants in the Training of Writers program developed and conducted by the National Council on Economic Education,…

When a class of lethargic college students showed no enthusiasm for their reading assignments in English class, one instructor turned to drama. She assigned a collaborative script, and the students' enthusiasm and motivation relegated her to a "pleasant oblivion." She thought that the novelty of the play genre might enliven the class,…

Discusses a collaborative writing project where all students, regardless of ability, can demonstrate their understanding of Homer's "Odyssey" by writing a contemporary odyssey. Notes that students eagerly awaited and then read the final compilation of the project. (RS)

Recounts the experiences of two different night hikes by junior high students in central Ohio which focused on writing a group poem and exploring the mysteries of the "unlit" world. Discusses imagery and features excerpts from "night" poetry, both that written by the students and readings from published poets. (PA)

Describes the common and distinguishing features of coauthorship trends and patterns in selected science fields. Analyzes the relation between coauthorship schemes and other bibliometric features such as publication activity and citation impact; concludes that the extent of coauthorship varies among fields; and suggests implications for database…

Presents instructional strategies designed to maximize cohesion and minimize conflict in collaborative writing groups. Argues that an understanding of sources of conflict, conflict management strategies, and group processes allows productive and creative group energy to be channeled into effective business writing. (RS)

Examines the frequency of coauthoring. Summarizes the issues confronting coauthors. Argues for the formation of business communication coauthorships within the discipline, interdisciplinary coauthorships, and coauthorships with academia and business. (RS)

Examines the pedagogical applications of some of the major theories that support collaborative learning in composition, especially the assumptions, evidence, and relationships between theory and practice. Concludes that more needs to be known about the dynamics of groups and exactly what produces effective writing in collaborative pedagogies. (RS)

Describes a group writing assignment in which high school seniors voice their most common concerns in an open letter to their parents. (KEH)