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Abstract Plenty of people have celebrated collaborative writing (e.g., Ede and Lunsford; LeFevre), so I can invoke the medieval trope of occupatio: I will not give all the reasons why collaborative writing is a good thing; I will not talk about how frequently it occurs in the world and therefore how our students should learn to use it; nor about the collaborative dimension of writing we think of as private; nor about how collaborative writing helps students learn better because of all the pooling of information, ideas, and points of view; nor about the students who have hated writing because it makes them feel lonely and helpless but who come to like it when they write with others; nor will I cite the much-cited Harvard research showing how students who study together get better grades (Light).
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Abstract Plenty of people have celebrated collaborative writing (e.g., Ede and Lunsford; LeFevre), so I can invoke the medieval trope of occupatio: I will not give all the reasons why collaborative writing is a good thing; I will not talk about how frequently it occurs in the world and therefore how our students should learn to use it; nor about the collaborative dimension of writing we think of as private; nor about how collaborative writing helps students learn better because of all the pooling of information, ideas, and points of view; nor about the students who have hated writing because it makes them feel lonely and helpless but who come to like it when they write with others; nor will I cite the much-cited Harvard research showing how students who study together get better grades (Light).
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