Collaborative Writing Interactions in One Ninth-Grade Classroom

Abstract

Although there has recently been an increased interest in collaborative writing, educators have little information on how these groups function. The purpose of this study is to provide insights into successful collaborative writing interactions. Based on both quantitative and qualitative data, this study addressed factors that affect the success of collaborative writing groups in one ninth-grade classroom. The discourse of three coauthoring triads—a model group, a typical group, and a problem group—were examined to determine those factors. Three characteristics differentiated the model group from the other two groups: (a) amount and kinds of engagement during the writing process, (b) the level of cognitive conflict, and (c) the kinds of social interactions. Successful ninth-grade coauthors were involved in an authentic conversation about emerging text and felt comfortable enough with each other to engage in productive cognitive conflict.