Roberta, This is a very quick unrehearsed response to your posting. I believe there are some problems with the way the collaborative writing task is conceived. If they all write separate chapters individually and then come together to compose a report, they'll be struggling to put together already "composed" bits. The problem with doing this is not very different from the one I felt we had at the Inkshed conference in Fredericton, where, if you examine the final products, each of our papers ended up as case studies within the framework of a larger issue. What was valuable in the process was the exchange of views, the composing of differences, the emergence of common threads; however, the process of writing itself did not do what I believe writing and writing together often does: a problem-solving activity that creates new knowledge. This is all very top of the head; what else do you expect early Saturday morning from a sinus-clogged, wheezing head? My solution: the students ought to come together in groups according to topics of interest, with some research done, but no finished papers, to discover their question, so to speak, to work out together what it is that intrigues them, and how what they are trying to put together might contribute to the larger enterprise. The ought to inkshed at various stages in their deliberations, and probably present to the other groups interim progress reports, so that they get useful feedback and all group s benefit from an exchange of ideas. Just an idea; any one else? Patrick Patrick Dias Faculty of Education McGill University 3700 McTavish Street Montreal, QC Canada H3A 1Y2 Telephone: (514) 398-6960 (work) 626-3605 (home) FAX (514) 398-4529 E-Mail: [log in to unmask]