ERIC Number: ED333455
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: 0
Reassessing the Role of Collaborative Writing in Advanced Composition.
Woolever, Kristin R.
Teachers at both college and pre-college levels have long realized that collaborative writing is an effective learning tool for beginning writers. Many have pointed out that collaboration in writing groups properly shifts the focus from the teacher to the student, and allows writers to take more responsibility for their own composing processes. Such group activity works wonders in giving confidence to beginning writers who don't trust their own voices and want to be told how to write. But collaboration is more than just a heuristic for beginning writers' invention. For mature writers, collaborative writing: (1) functions as a heuristic for discovery both of ideas and of organizing principles; (2) focuses on writing as problem solving; (3) gives writers a sense of audience early in the process; (4) allows writers to see that finding a voice depends on understanding the social milieu in which they write; (5) allows for editing intervention early in the process; and (6) parallels the way writing is done in the professional world. Collaborative writing's success as demonstrated in six instances of actual practice is the strongest argument for an adjusted view of the subject. Whether or not a strict definition for advanced composition emerges, writing instructors should be aware that collaboration is an essential part of all composing processes, and should be included in classroom exercises. (One appendix on the creating of a Storyboard is attached.) (PRA)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Advanced Composition; Writing Development
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (42nd, Boston, MA, March 21-23, 1991).