Writing is a Collaborative Process

In my last couple of posts I discussed the importance of inspiring students to write and stressing the development of the writing process.  Tonight I'd like to focus on one key aspect of the writing process which is crucial to all writers: collaboration.

When we think of writers, we often conjure an image of a solitary figure, working out in the woods, writing by themselves.  This makes writing seem like a lonely, individual process, which is incorrect for most writers today.  No professional writer writes alone.  They have a team of people to give them feedback on their ideas, formatting, and mechanics.  This idea is subtly reinforced in Anne Lamott's "Shitty First Drafts." No professional writer writes alone; they have help. If the best writers collaborate, why shouldn't other writers do the same?

This idea has been reinforced during my work in the Writing Center this year.  I have seen the help and power collaborating can bring to writing.  Sometimes it's nice just to bounce your ideas off another person and talk yourself through the multitude of thoughts you are considering incorporating.  Sometimes it's helpful to have someone read your paper as an outside reader.  Does the paper makes sense?  Does it flow well?  Where do you need more information or explanation.  What causes the reader to pause?  These questions can only be answered by letting someone else read your work.  Written work is meant for an audience; it only makes sense to make sure the audience understands what you are trying to say.  Finally, it's helpful to have someone else read for mechanics.  When I've been working on a paper for a long time, I begin to miss the little mistakes, my brain knows what I mean to say and supplies the correct format.  As a result, it is beyond helpful to have someone else read the paper over.

The easiest way to collaborate on writing in the classroom is to have writing workshops or groups where students share their work with peers for review.  However, to do this, students must first learn how to give constructive feedback on writing.  This can be taught through example and practice.  When giving feedback, model the type of feedback you would like students to give each other.  Practice reading and providing feedback out-loud as a class.  Provide students with a sheet of key items to watch for while reading a peer's paper.  Once this ability is established, students can share and critique their own writing.  This will foster conversations about ideas and writing which will greatly expand their ability.

Students should also be collaborating with you, the teacher.  The age-old practice of turning in a final paper and receiving a grade/some feedback just isn't enough.  Kittle discusses this idea in Write Beside Them in a section where she discusses the difference between feedback and evaluation.  Evaluation is a letter grade at the end of writing.  Kittle bluntly states, "I don't want a letter grade on my writing.  It won't help me with that piece; it will likely damage my confidence and disrupt my process" (208).  Many students have shared this experience, myself included.  Students will likely make no change with that final grade or feedback.  The paper will be put away, and all comments forgotten.  Students need feedback before they turn in that final copy, otherwise the changes will never be made, and the students will not learn. Kittle advocates giving as much feedback as possible during the drafting process, saying, "I read several drafts of each piece from almost every kid in class. I make the time...I want better writers and that is how it happens--with respectful, regular feedback" (215).   As a result, teachers must give constructive feedback to students along the way.  This will help students recognize the importance of the drafting process.  This will also help them turn in a solid, well-developed final product they can be proud of.  Then their evaluative feedback will be positive and encouraging, further promoting the power of writing.

Writing should never be done alone.  It's just not productive to the system.  I will teach my students to collaborate with myself and their peers in order to foster their writing abilities.