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Alien Environments or Supportive Writing Communities?

Pursuing writing groups in academe

University of Wisconsin-Milwaukee, USA, dlp2{at}uwm.edu

Hope Longwell-Grice

University of Wisconsin-Milwaukee, USA

Kelly A. Shea

Seton Hall University, USA

Linda K. Hanson

Ball State University, USA

This article addresses the impetus for joining and maintaining writing groups in academe. The authors consider the motivations and purposes for organizing and forming such groups. Revealing the complexities of writing both as profession and in pursuit of the profession, they analyze their experiences as collaborative writers. They examine the delicate negotiations that accompany the organization and maintenance of writing groups. Their dialogue places writing groups into a sociocultural teaching and learning model with a constructivist epistemology, making concrete concerns expressed in the professional debate about publishing in higher education and sustaining learning.

Key Words: collaborative writing • constructivist epistemology • sustained learning • tenure and promotion • writing groups

Arts and Humanities in Higher Education, Vol. 8, No. 3, 355-367 (2009)
DOI: 10.1177/1474022209339958


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