Document Type


Publication Date

Winter 2013


We have long recognized English classrooms, at all levels, as sites ripe for collaborative activity among students; when students read, write, and learn together, the classroom becomes a microcosm of the work we do as professionals in the field. In writing, collaboration can be vital. Collaborative writing often leads to projects that are richer and more complex than those produced by individuals, potentially engaging multiple audiences in broader conversations. However, collaboration can also present its own particular set of challenges, ranging from the practical (How do authors find each other and determine publication avenues?) to the more theoretical (Is the negotiation of power an inherent part of the collaborative process, and if so, how can it be successfully managed?).

Copyright Statement

This document was originally published by Western Michigan University in The Journal of Writing Teacher Education. Copyright restrictions may apply.