This paper reviews the research on use of collaborative writing teaching methods at the postsecondary level. Following a brief summary of the theoretical framework of collaborative writing, the paper examines the research on the six features of collaborative writing most used in classrooms: disclosure, which encourages students to engage in deep levels of communication; peer tutoring, peer writing, and workshopping, three techniques which allow students to interface with each other to reinforce and expand their writing; co-authoring, where students work together on separate components or on entire writing assignments; and knowledge making, a form of active learning using critical thinking, experiential learning, and collaboration. The paper concludes that existing research suggest these techniques suggests their effectiveness in improving student writing. It also finds that the research on collaborative writing argues for culturally responsive instructional models to serve a diverse student body. (Contains 27 references.) (CH)