ABSTRACT
Although cooperative learning techniques in writing classrooms are not new (Gere, 1987), a theoretical view of learning as profoundly social (Vygotsky, 1978) coupled with the shift in writing pedagogy toward a process-based, audience-centered approach (Flower & Hayes, 1981) has created a surge of interest in cooperative learning and has prompted increasing numbers of writing teachers to provide various opportunities for students to cooperate in learning to write. In elementary to college writing courses, students might expect to encounter a wide variety of cooperative learning activities: cooperative knowledge acquisition: classroom or small group discussion of shared reading materials; cooperative planning: peer groups or partners with which to discuss writing goals (e.g., purpose and audience) and ideas for writing projects; cooperative drafting: collaborative, co-authored projects; or cooperative revision: peer groups or partners to review rough drafts.
