Interpersonal Conflict in Collaborative Writing: What We Can Learn from Gender Studies

Lay, Mary M.

doi:10.1177/105065198900300202

Cited by 34 publications

(38 citation statements)

References 23 publications

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“…In addition, gender differences can have a negative impact on women in gender-balanced groups (Flynn and others, 1991). Some have suggested, however, that communication styles based on gender can be integrated so that group members benefit from the strengths of both styles (Atwood, 1992;Burnett and Ewald, 1994;Chiseri-Strater, 1991;Lay, 1989).…”

Section: Forming Groupsmentioning

confidence: 99%

See 1 more Smart Citation

2002

ASHE‐ERIC High. Edu. Rept.

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We inherit the language with which we write, and the language we inherit is a product of many influences, some traceable, some not traceable. We may coin new phrases, invent new spellings, create new words, and establish a particular style of writing connected with our names (such as Addisonian sentences), but we inherit the language that enables us to do any of these things. We may build on the work of others who have had a hand in building the language (or neglect their work or seek to tear it down), but we cannot deny that we collaborate with them in our use of the language. For most of us, this collaboration, this free use of their ideas and even the way the ideas have been shaped, is unconscious.This unconscious collaboration with language begins when we learn to speak by listening to the way we hear our parents and friends speak, and because speaking is so natural, we may never stop to question our facility with the spoken language. When we write, we may begin to transcribe our speech, until we find that writing is not exactly speaking. As Sperling (1996) reminds us, "Because virtually everyone learns to speak fluently while only some people learn to write well, writing's relationship to speaking is especially compelling for educators to ponder" (p. 53). As writers, we know something about the complex relationship between writing and speaking as we try to find out how to write. In trying to find out how to write, we are influenced by our teachers, whether for good or ill, as they provide us with rules, guidelines, models, and opinions about what constitutes "good" writing. Little do we realize that 3 Facilitating Students' Collaborative WritingThe production of "finished" text is a recursive process with blind alleys and potholes, making revision an inescapable reality.

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Section: Forming Groupsmentioning

confidence: 99%

“…Professors read the journals periodically and offer solutions, when necessary, to group conflicts. (See also Roebuck, 1988;Lay, 1989Lay, , 1992.) Provide students with decision-making tools.…”

Section: Interaction Among Group Membersmentioning

confidence: 99%

2002

ASHE‐ERIC High. Edu. Rept.

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“…Several investigations, however, are worth noting. Lay (1989;in press) used gender studies to argue for the benefits of &dquo;androgynous behavior&dquo; -behavior that facilitates group maintenance -on the part of individuals on collaborative writing teams, and a number of the studies described earlier (Doheny-Farina, 1986;Forman, 1989;Cross, 1990) have strong theoretical underpinnings.…”

Section: The Contribution Of Business and Technical Communication Spementioning

confidence: 99%

Collaborative Business Writing: A Burkean Perspective for Future Research

Forman

1991

Journal of Business Communication

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This paper offers a Burkean framework for study of collaborative business writing. It begins with a review of the research and scholarship on collaborative writing by composition and by business and technical communication specialists. Then it explains a Burkean framework that identifies key areas for future investigation and provides categories for conducting research. Finally, it argues for a research agenda that emphasizes qualitative studies first, to be followed by quantitative research.In the early 1990s, collaborative business writing is widely acknowledged as an important research subject and teaching practice. Our profession's interest in it is amply demonstrated by recently published anthologies, book-length studies, special journal issues, textbooks, conference topics, and surveys of collaborative writing in the workplace Work on collaborative business writing is found in literatures from diverse fields and is presented from diverse perspectives.The purpose of this paper is to review the research and scholarship on collaborative writing that may influence future study, and to suggest a framework and agenda for that study. The framework presented here is based upon Burke's dramatistic theory as described in A Grammacr of Motives (1969). The theory takes on increasing importance because research on collaborative business writing has grown rapidly since the mid-1980s and continues to grow, yet still lacks a conceptual schema for grouping studies and for generating future research systematically.The paper begins with a critical summary of relevant work in composition and in business and technical communication, the fields that have devoted attention specifically to collaborative writing. It then identifies a framework for future investigations that both draws upon pertinent research and scholarship and identifies further questions for investigation. Finally, it suggests an agenda for such investigations.

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“…Gender issues are extremely influential in collaborative situations, though only rarely discussed in business communication contexts (for exceptions, see Lay, 1989;Dukes, 1989;Stitt, 1989). Mary Lay's research on, and discussion of, the effect of gender on group dynamics reveals the ideological problems that arise in any discussion of gender influences.…”

Section: Presence Of Meology In Collaborationmentioning

confidence: 99%

Ideology and Collaboration in the Classroom and in the Corporation

Porter

1990

The Bulletin of the Association for Business Communication

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In composing important, large-scale publications such as product information, packaging, and advertising, corporations usually rely on some kind of collaborative model -and it is the nature and effectiveness of these models that I have begun investigating in recent research. I am particularly interested in how ideology influences collaborative composing.In this paper, I consider how ideology in its various manifestations intersects with collaborative composing, both in the business writing class and in the corporation. My approach is to describe several classroom experiences which have allowed me to observe in close detail how ideology influences students' collaborative dynamics, and then to consider from a more distant vantage how specific composing ideologies influence corporate &dquo;mega-composing&dquo; practices as well.

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Interpersonal Conflict in Collaborative Writing: What We Can Learn from Gender Studies

Cited by 34 publications

References 23 publications

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Collaborative Business Writing: A Burkean Perspective for Future Research

Ideology and Collaboration in the Classroom and in the Corporation

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