Writing at Key Stages Four and Five

4. Collaborative writing

Whilst assessment of writing in schools is essentially individually based the importance of collaborative writing must not be underestimated. The Key Stage 3 Strategy model for the teaching of writing (as outlined in Stage two of Writing and Progression – following on from the NLS Framework) provides opportunities for collaborative approaches which can be used at almost any stage from sharing ideas during the compositional process to editing with peers in the final stages. In particular the support and confidence that can be gained from building upon each others’ ideas, sharing approaches, negotiating content and feeding back to the writer suggestions for improvement before final assessment are significant elements in developing effective writers. Successful writers rarely work independently at all stages of the writing process. An activity in collaborative writing used with student teachers is as follows:

Stage one

As a starter student teachers in small groups (3 or 4) are given a text comprising three different genres of narrative (e.g. Romance, Science Fiction and Horror). These genres have been mixed up and the groups are asked to identify which parts of the text come from which genre.

Example: He looked into my eyes and I realised he was after more than just my conversation; he really felt something for me. He moved cautiously forward and then grabbed the transmitter. To his surprise the signal faded into oblivion. I was in darkness as absolute as at the bottom of a mineshaft. The sound of something not far away sent a shudder down my spine. The nightmare was about to begin.

This should generate discussion about the conventions of genre writing.

Stage two

Each group is then given a grid which will act as a resource for thinking further about genres and they are given 5 minutes to add as many ideas as possible.

This is then used as the basis for the next activity.

Stage three

Each group is asked to complete on flip chart paper an arresting opening for a particular genre (5 minutes allocated). They can use their completed grid to help. The flip chart with the arresting opening is then passed onto the next group to develop the plot (a further 5 minutes), then passed on again to the next group to provide a complication and again for a crisis and finally a satisfying resolution. This is a fun exercise that involves close reading of the previous text and can be read out to the whole group. It also builds upon the recommended structure of short stories from the Framework at Key Stage 3.

Stage four

This exercise can be further developed by the Flip Chart paper being returned to the first group now acting as editors with one person as an observer noting any changes in relation to additions, deletions etc. The revisions are shared with the whole group to facilitate discussion about the changes perhaps in terms of audience, tone, consistency of narrative etc.

Stage five

This activity can then be used as a starting point prior to the writing of a short story by each individual focusing on a particular genre, perhaps accompanied by a critical commentary. The benefits in terms of confidence and appreciation of genre and story structure before moving into independent writing should be apparent.