Small Group Collaborative Learning & Writing: A Practical Sourcebook (10/31/09 deadline)

full name / name of organization: 
Kathleen Hunzer/University of Wisconsin-River Falls
contact email:

Call For Papers: Small Group Collaborative Learning & Writing: A Practical Sourcebook

Small Group Collaborative Learning & Writing: A Practical Sourcebook will be an edited collection of essays demonstrating the “how tos” of small group collaborative work in writing classes. Although essays must be based on legitimate, credible theories and research, the focus of the essays should be on the pragmatic and pedagogical applications of the theories to the writing class, including some discussion of the results of your work. In other words, these essays will act as guides for new(er) instructors as well as experienced instructors who recognize that small group collaborative learning is beneficial but who have questions about the actual application of the technique to writing classes.

The proposed organization for the collection focuses on some of the key questions about integrating small group collaborative activities into the classroom:

• Group Formation: how do I select groups? Should I maintain the same groups the entire semester? How do I address issues connected to gender and race when selecting groups? How can I judge the groups’ effectiveness?

• Group Management: how do I manage the groups and keep them on task? How involved should I be in the group work? Should students have total autonomy when using groups? How do I keep groups on task? What should I do when some students are working and others in the same group are not? What techniques can I use to keep the group work advancing without losing sight of the tasks in class?

• Group Evaluation: how do I evaluate the work done by small groups? Do I keep notes every day about who says what? Do I evaluate the group as a group or as individuals? What kinds of evaluation techniques work best?

• Group Needs: what should I know when working with students with anxiety disorders (such as PTSD, GAD, PAD, SAD, etc.) or who have learning different needs (such as ADD, ADHD, hearing or sight limitations, etc.)? How do these situations affect small group collaborative learning?

• Other Issues: what other issues affect my use of small group work in my writing classes?

Topics can include but are not limited to

• Basic writing
• First-year composition
• Second-semester composition
• Advanced composition
• Business/Technical writing classes
• ESL composition classes
• Multimodal composition
• On-line writing classes

Essays can vary in length from 3,000 to 7,500 words in length: longer submissions may be considered upon request.

Submissions must be sent as electronic attachments to collection editor, Kathleen Hunzer, at and are due by October 31st.

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