Reports on a study that examines the planning and revising of ninth-grade coauthors to determine how collaborative writing socializes and impacts the writing process. Finds that the students' writing processes tended to resemble those of more expert writers--planning, composing, and revising collapsed into a truly recursive process. (TB)

Describes the discourse of three ninth-grade coauthoring trials (model, typical, and problem groups), discussing factors in their interactions that affected the success of collaborative writing. Three factors characterized the model group (kinds of social interactions, level of cognitive conflict, and amount and kinds of engagement during the…