Although they are excellent learning tools, collaborative writing projects can also become inequitable as students with different commitments, priorities, accessibility needs, and financial limitations struggle to balance the workload and support each other. Part of the problem is that student groups tend to split-up and create different pieces of the final product in isolation, stitch those pieces together, and present the whole to the instructor. While this may be efficient, it often results in disjointed Frankenprojects and at least one group member engaging in “free-riding behavior” (St. John et al.). This is not the kind of collaboration I hope for…
Author: Kathryn Burt
Kathryn Burt
Kathryn is a soon-to-be graduate of the English doctoral program at the University of NC Greensboro with a PhD in Rhetoric and Composition. When not teaching or analyzing food rhetoric on YouTube, she can be found stress baking in her kitchen.