Teamwork and Feedback: Broadening the Base of Collaborative Writing

Abstract

Ideally, a student would write because he was intent on saying something for real reasons of his own and because he wanted to get certain effects on a definite audience. ... A maximum amount of feedback would be provided him in the form of audience response. That is, his writing would be read and discussed by his audience, who would also be the coaches. This response would be candid and specific. Adjustments in language, form, and content would come as the writer's response to his audience's response. ... A student responds and comments to a peer more in his own terms, whereas the teacher is more likely to focus too soon on technique. A student, moreover, may write off the comments of a teacher by saying to himself, Adults just can't understand, or English teachers are nit-pickers anyway, but when his fellow human beings misread him, he has to accommodate the feedback. By habitually responding and coaching, students get insights about their own writing. 1

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