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| In their co-authored book Singular Texts/Plural Authors: Perspectives on Collaborative Writing, Lisa Ede and Andrea Lunsford claim that in the field of writing there exists "the pervasive commonsense assumption that writing is inherently and necessarily a solitary, individual act"(5). They observed that this commonsensical assumption was "silently informing both the theory and the practice of the teaching of writing"(6). Being collaborative writers themselves, they became more and more aware that at least some work-related writing is highly collaborative, and they challenged the commonsensical assumption about writing. In 1984, sponsored by the Fund for the Improvement of Post-Secondary Education (FIPSE), Ede and Lunsford set out to investigate the practice of collaborative writing in the professions, and their findings suggest that collaborative writing is a fact of life in the workplace. Since their pioneering research on collaborative writing, there has been a growing body of works within composition studies addressing collaborative writing. According to Dr. Jerry Weasmer, a writing teacher at Eastern Illinois University, "the current push is toward incorporating more collaborative writing" into the teaching of writing. | |
To better understand the practice of collaborative
writing and its pedagogical significance, let's now take a look at the
definition of collaborative writing. At the initial stage of their research
on collaborative writing, Ede and Lunsford adopted the term "group writing",
by which they mean "any writing done in collaboration with one or more
persons" (14). For the purpose of their survey, Ede and Lunsford specified
that
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| Researchers at Purdue University defined collaborative writing in a more focused way by pinpointing its "three distinguishing features: (1) production of a shared document; (2) substantive interaction among members; and (3) shared decision-making power over and responsibility for the document" (15). Deborah Bosley also gave a similarly focused definition: "Collaborative writing is defined as two or more people working together to produce one written document in a situation in which a group takes responsibility for having produced the document" (15). | |
| As confirmed by Ede and Lunford's research findings, collaborative writing is the norm in the professions. Feedback from their survey suggests that majority of respondents view collaborative writing in a favorable light despite the problems that often arise in collaborative writing situations. The survey respondents report a wide range of important advantages of collaborative writing. They feel that having varying viewpoints is useful and that writing collaboratively provide them with different perspectives that generate better ideas for a better product. Collaborative writing brings joint knowledge, experience, and writing expertise. It also lets collaborators see a variety of approaches and ideas, and strengths of all members (62). The advantages also include error reduction, the collective brainpower resulting in better reports than that completed alone, and multiple input yielding a richer document (62). A number of respondents also comment on the way in which the group-writing process can increase sensitivity to audience (62). Ede and Lunsford conclude that in the professions collaborative writing is viewed as a generally productive means of achieving goals (62). | |
| While collaborative writing has its advantages, as seen at least from the perspectives of the professionals participating in the survey, the same also uncovers the disadvantages of collaborative writing. It is worth mentioning these drawbacks so that researchers and practitioners collaborative writing can explore ways to avoid the pitfalls or at least counteract their negative effects. One frequent complaint involves style. Disagreements about style arise frequently in collaborative writing projects, especially when each person has his own writing style which he is not willing to give up (61). Apart from the difficulty of achieving stylistic consistency, respondents are often bothered by the additional time group writing requires (61). The "equitable division of tasks" is also a frequent complaint: not every member of the group ends up doing equal amount of the work. (61). Finally, Ede and Lunsford observe that group writing can result in the "diffusion of responsibility" and "a loss of personal satisfaction and sense of creativity" (62). | |
| Despite the disadvantages of collaborative writing, the practice itself is a fact of life, and most important of all, its benefits are being appreciated by professionals in the workplace. Naturally, writing programs at various educational establishments should aim at preparing students for the writing tasks required by the workplace and institute collaborative writing in the curricula. Here at Eastern Illinois University, as at many other schools, collaborative writing requirement is the norm. However, the need of the workplace is not the only driving force behind the integration of collaborative writing into the curriculum. The increasing prevalence of collaborative writing in schools is closely related to the concept of collaborative learning. | |
| In Defining Collaborative Partnerships, Iris M. Saltiel says that collaborative learning is commonly discussed as a means of fostering active learning in small-group settings. To better understand the concept, let us take a look at two examples of personal interpretation of collaborative learning. Dr. Richard Sylvia, Professor of English at Eastern Illinois University, views collaborative learning as "learning that results from work conceived, planned and organized, and executed by a student group of three or more, in which individual group members assume responsibilities as determined by the group and for which all group members receive the same grade". Dr. Jerry Weasmer defines the same term as "small groups working together to construct meaning unique to those groups of learners". Further, both professors offer their personal perspectives on the advantages of collaborative learning. Dr. Sylvia thinks the advantages for students consist in "learning how to work as part of a self-motivated team" and "learning how to manipulate the process of learning itself in a particular field of study". Teachers also benefit from collaborative learning. According to Dr. Sylvia, teachers can learn how to "relinquish the control of knowledge in their courses" and "solve a new set of pedagogical problems". Dr. Weasmer comments on the benefits of collaborative learning this way: "We know that teaching a subject is the highest order learning skill due to the synthesis, analysis, application, and needed skills with metaphors to aid in explaining. In a small group the students teach one another and thus benefit in this way". Dr. Weasmer also mentions "increased ownership of the learning/material" as an advantage of collaborative learning. | |
| Consistent with the observations above, one important implication of collaborative learning is the joint ownership of knowledge and power derived from the interaction of group members working to construct knowledge. Collaborative learning challenges traditional classroom format and to the teacher's role (119). In Ede and Lunsford's words, "our classroom after all posit power and authority in the teacher. At best, students are in apprenticeship to authority; they do not help constitute it" (119). Ede and Lunsford claim that the research in learning theory clearly and unequivocally sends out this message: "real learning occurs in interaction as students actively use concepts and ideas or strategies in order to assimilate them"(121). They argue that "collaborative writing holds out the promise for a plurality of power and of authority among teachers and students" (120). In Ede and Lunsford's view, "the recent attention given to collaborative writing might thus seem a natural extension or a subset of collaborative learning theory" (118). | |
| According to Chris M. Anson, Professor of English at the University of Minnesota, the teaching of writing is founded on the assumption that students learn well by reading and writing with each other, responding to each other’s drafts, negotiating revisions, discussing ideas, sharing perspectives, and finding some level of trust as collaborators in their mutual development. Now technology is being increasingly integrated into writing programs and transforming the traditional classroom community into one with rich interactions among students and teachers. Collaborative writing, assisted by new technologies, will no doubt empower students to learn from one another in the pursuit for knowledge. | |
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Ede, Lisa, and Lunsford, Andrea. Singular Texts/Plural Authors: Perspectives on Collaborative Writing. Carbondale: Southern Illinois University Press, 1990. Saltiel, Iris M. " Defining Collaborative Partnerships." New Directions for Adult and Continuing Education 79 (1998): 5-11. Sylvia, Richard. Email Interview, Mar 9, 1999 Weasmer, Jerry. Email Interview, Mar 9, 1999 |
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