The Collaborative Project: Real Writing Across the Curriculum

Thomas Gould

The irony of writing singularly about collaborative writing does not escape me. Fortunately, the purpose here is not to demonstrate collaboration but to offer a rationale for such projects and to provide a process of possible implementation. In addition, I have included a model collaborative assignment sheet, required elements sheet, and review sheet. The assignment can be easily adapted to any course.

Rationale: Collaborative writing is a reality in both the academic and the professional worlds. In Singular Texts/Plural Authors: Perspectives on Collaborative Writing, the authors, Andrea Lunsford and Lisa Ede, conducted a study of writing in the workplace, and “ninety-eight percent of all the respondents reported that effective writing was either ‘important’ or ‘very important’ to the successful execution of their jobs” (151). Furthermore, 87% of respondents from a variety of professions claim that they “write as part of a team or group” (151). Increasingly, coauthorship is the norm in fields as diverse as medicine, business, science, social science, and the humanities. Workplace projects are seldom individual endeavors; team projects and multiauthor documents have become standard procedure. Offering students opportunities to plan, research, organize, write, and edit within such group structures prepares them for their professional careers: “Learning to distribute responsibility for a research project among group members, carry the project to completion, and effectively write up the results in a single document are skills new employees often have to learn on the job” (Carlson). Constructing such team scenarios in the classroom can only serve to make students effective and valuable as employees. Collaborative writing projects in the classroom foster the development of written and social communication skills necessary for workplace success.

Implementation: The following list of suggestions can help with the successful implementation of a collaborative project in the classroom. The relevancy of each suggestion is, of course, dependent upon such variables as instructor preferences, program, course, and so on. As usual, trial and error is often the best approach.

Incorporate limited group activities into the class instruction prior to assigning any collaborative project. These activities will in some small way prepare students for the collaborative experience.

Wait until the halfway (or 60%) point of the semester to assign the project. By this time, classmates generally feel comfortable with each other. Students are also less likely to withdraw from the course and leave their group mates at a disadvantage. However, some instructors are in favor of assigning groups immediately as way of encouraging students to continue with the course.

Take some time to discuss with students the rationale and benefits of such a project, as well as their concerns. This discussion will work to head off any student resistance. Furthermore, don’t live in a perpetual blue-sky world. Take some additional time to discuss with the students the problems they will invariably encounter in such a context. Talk about such elements as group roles, expectations, constructive conflict, compromise, and open communication. Numerous web sites (see works consulted) provide tips to help both instructors and students about to embark on the collaborative adventure.

Discuss the grading procedure. Opinions on assigning grades for collaborative work vary widely. Some instructors prefer the group grade formula (one for all and all for one…). However, students are quite wary of such a method, fearful that the final grade may not equate to individual contribution. Personally, I use a three-part formula to determine each group member’s grade (overall project grade, quality of individual work within the project, and a post project evaluation by the other group members). Individual instructors will have their own preference.

Group formation can be tricky. Some instructors prefer to let students select their own to preserve student autonomy. Some instructors decide to group students of equal ability while others prefer to form groups with students of varied skills.

Allow more time, especially class time, for collaborative projects than individual efforts. The complexity of each student’s schedule makes it difficult to coordinate any meetings outside of class. Ideally, students should be able to perform the necessary group activities in class and communicate outside of class through e-mail and telephone. A web-enhanced course with group pages and a virtual chat function can also enable sufficient communication between group members.

During the students’ initial group meeting, instructors should encourage each group to openly discuss the project at hand, previous collaborative project experience, concerns, individual strengths and weaknesses, as well as logistical items. Instructors should encourage students to now think and speak in terms of “we” and “us” instead of “I” and “me.” Instructors should also encourage students to develop their own task lists and deadlines for the various stages of the project.Groups without any formalized structure or work plan are skidding toward disaster. Spontaneous group coordination is as rare as spontaneous human combustion. Ultimately, the more control students have over their respective team the more sense of responsibility, which produces a greater commitment to the success of the project.

The above-listed suggestions are a starting point. Individual instructors will best determine the collaborative strategies best suited to themselves, their courses, and their students. Finally, collaborative project participation provides students with opportunities to learn and develop a variety of written and verbal communication skills necessary for both academic and professional success.

Model Assignment Sheet, Required Elements Sheet, Review Sheet for Collaborative Writing Project:

Collaborative Research Project: Problem/Solution
Length: 15-25 Pages
Due Date:

The Task: Each group will select a specific problem to address. The issue must be focused enough to be dealt with in such a limited length, and the problem must have a number of possible solutions. The goal here is to present a detailed, reasonable, logical, researched, convincing argument for the most valid solution to the problem. Emotional reasoning or generalizing will not be effective argumentative strategies. The validity of the argument will be established through logical reasoning and concrete, specific evidence. First, after deciding on a problem to address, the group will determine the appropriate research strategies. After the initial research, the group will reach a consensus as to the argumentative position the essay will take. Then the group will break the essay down into its parts and assign each group member his/her respective responsibilities regarding the written assignment. The goal is to construct a coherent, focused, and developed argumentative essay. Each group member will have an assigned section of the main body of the argument to contribute to the overall project, in addition to other responsibilities (preface, table of contents, works cited, typing, file management, and so on). The essay must have a minimum of eight outside sources. Each main written section (background, problem, possible solutions, solution) must include at least two cited research sources. The same basic principles of composition and argumentation we have learned throughout the semester still apply to this project.

In addition, each member of the group will turn in a post-paper analysis when the final draft of the group project is turned in. This analysis is a confidential paragraph or two (approx. 1 page) stating how you, as a member of the group, feel the collaboration went and whether you feel each member of the group should receive the same grade for the assignment.

The Structure:
I. Cover
II. Title Page
III. Preface (Any circumstances I need to be aware of in my evaluation of project)
IV. Table of Contents

** Essay Body. This part of the essay will break down into individual sections developing all of the below-listed elements. Furthermore, these individual sections may be broken down into subsections. Each of these sections should be approximately two to four pages in length.

V. Introduction. This section must include the problem, a summary of possible solutions, and the explicit argumentative thesis statement (the solution).

VI. The Problem. This section is a detailed explanation of the problem and possible adverse consequences. VII. Background. This section supplies essential background information: History of problem, general facts, dates, statistics, cases, figures, and so on. This section also defines any unfamiliar or necessary terms. The presentation here is objective, not argumentative.

VII. Possible Solutions. (Either in separate sections or subheadings). These possible solutions must include general claims supported and clarified by researched information and fully developed reasoning and explanation. The analysis here of the individual solutions should include both positives and negatives of the respective possible solutions.

VIII. Recommended Solution or Course of Action. This recommendation must be fully explained and supported with specific evidence and logical reasoning. The argument here must adequately address any possible counter-arguments to the recommended solution.

IX. Conclusion This section should include a restatement of problem and brief summary of major supporting points of recommended solution.

X. Works Cited
A. Correctly format list of the research sources.
B. Follow standards and guidelines of MLA documentation/citation.
C. Make sure works cited section contains all the sources cited in the individual sections of the analysis.

Reminders:
—Follow MLA guidelines for parenthetical documentation, works cited, font, pagination, spacing, and so on.
—Use correct quotation formats.
—Explain the significance of the evidence/information as fully and as clearly as possible.
—Remember you are now the member of a group and, therefore, have a responsibility to other group members. Be ready to compromise.
—Employ the strategies and techniques of analysis/argumentation we have been utilizing all semester. Though this is a collaborative project, you are still using the same skills as in the individual assignments.
—Supply guidance and constructive criticism to other members of your group.
—Proofread.

Collaborative Essay: Required Report Elements

The Cover
• Is made of heavy paper or contained in plastic.
• Contains the report title, names of the authors, and position of primary reader.
• Contains the course and date of the report.
• Allows for creativity.

The Title Page
• Uses the same type of paper and font style as rest of report.
• Contains the same basic information as cover.

The Preface
• Contains background information of report (who did what).
• Explains the purpose of the report.
• Provides any pertinent information evaluator should keep in mind.
• Is numbered as page ii.

The Table of Contents
• Lists major headings and subheadings of report (and the authors)
• Indents the subheadings to show subordination.
• Provides corresponding page start numbers for sections, starting after ToC.
• Is numbered as page iii (& iv if it continues onto next page).

The Introduction
• Is one paragraph that establishes topic and briefly summarizes problem/solutions.
• Includes specific argumentative thesis statement at end of paragraph(s).
• Begins Arabic pagination (1 and following).

The Individual Body Paragraph Sections
• Use continuous pagination throughout the report.
• Should all be in the same font and size.
• Should follow one right after another with headings distinguishing sections.
• Should have consistency with heading/subheading style(s), font differs from text.
• Do not contain individual Works Cited sections.
• Should be double-spaced.

The Conclusion
• Summarizes/restates thesis and major supporting points. The Works Cited (& Parenthetical Documentation)
• Must follow MLA guidelines throughout the report for parenthetical citations.
• Must follow MLA guidelines for works cited format and individual entries.
• Combines and collates all research sources used in essay.
• Must be alphabetized and double-spaced.
• Continues the pagination.

Post Paper Analysis
• Should be written individually by each member of group.
• Should be turned in separately from report, as it is confidential.
• Should be typewritten and is due same day as report.

Problem/Solution Review Sheet

The Task: As a group, review the questions listed below and make constructive suggestions for improvement.

11. Does the essay contain all the required sections?
12. Cover sheet, title page, table of contents, the Preface, List of tables/illustrations (if included) all correctly formatted? Pages numbered?
13. Are the individual sections appropriately headed/subheaded? Consistent forms? Everything double-spaced?
14. Does Introduction contain required information, such as mention of problem, a summary of possible solutions, and an explicit statement of the recommended solution?
15. Is the Problem section a detailed explanation of problem/situation, including possible adverse consequences of problem?
16. Does the Background section offer detailed general information on the problem?
17. Does each individual section of essay fully develop and explain necessary points and stay focused on essay purpose?
18. Are at least 3 possible solutions offered to solve problem? Are these solutions fully analyzed and researched? Do they include both positives and negatives of possible solutions?
19. Convincing, specific evidence used to support and to clarify points? Full explanation of significance of evidence?
10. Is the recommended solution fully explained and supported with research and critical, logical reasoning?
11. Are the visuals (charts, graphs, etc.), if used, correctly and effectively formatted?
12. Appropriate paragraphing conventions followed?
13. Does conclusion restate recommend solution and major supporting points?
14. Works cited page formatted correctly? All sources utilized in text listed in works cited? Individual sources correctly formatted according to source types?
15. Quotation formats in text of essay correct? Correct parenthetical documentation formats? Parenthetical documentation match works cited entries?
16. Stylistic flaws? Technical errors?
17. Do the individual sections flow together to address the possible solutions and make a recommendation? Does the essay avoid repeating itself?
18. Essay’s weakest section? How to improve it?

Works Consulted
Carlson, Laurie. Collaboration in the Classroom. Kansas University.      http://www.ag.iastate.edu/grants/strategies/ku6.html.

Connery, Brian A., and John L. Vohs. Group Work and Collaborative Writing.
     University of California-Davis.
     http://www-honors.ucdavis.edu/vohs/sec08.html.

Guidelines for Collaborative Writing. Home page.
     Criminal Justice Studies and Law-related Civic Education.
     University of North Carolina at Pembroke.
     http://www.uncp.edu/home/vanderhoof/syllabus/colab-rt.html.

Howard, Rebecca Moore. Assigning Collaborative Writing — Tips for Teachers.
      Home page. http://wrt-howard.syr.edu/Handouts/tchg.Collab.html.

Lunsford, Andrea, and Lisa Ede. Singular Texts/Plural Authors:
     Perspectives on Collaborative Writing. Carbondale: Southern Illinois
     Press. 1990.

Reid, Sondra. Campus Writing Center Bibliography #4. A Brief Annotated      Bibliography: Collaborative Writing in University Teaching. University of      California-Davis  Writing Center. 1994.
     http://wwwenglish.ucdavis.edu/cwc/collab.writing.biblio.html.

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