{"id":83,"date":"2017-12-16T19:57:06","date_gmt":"2017-12-17T00:57:06","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/technicalwritingh5p\/chapter\/collaborativewriting\/"},"modified":"2021-08-31T13:23:43","modified_gmt":"2021-08-31T17:23:43","slug":"collaborativewriting","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/technicalwritingh5p\/chapter\/collaborativewriting\/","title":{"raw":"4.7 Collaborative Writing","rendered":"4.7 Collaborative Writing"},"content":{"raw":"You have likely had at least one opportunity to work and write collaboratively with others, as this is an increasingly common way to work, both in school and in the workplace. The engineering design process, at least in part, entails working collaboratively to gather, organize, manage and disseminate information.[footnote]S. McCahan, P. Anderson, M. Kortschot, P. E. Weiss, and K. A. Woodhouse, \u201cIntroduction to teamwork,\u201d in Designing Engineers: An Introductory Text<\/em>, Hoboken, NY: Wiley, 2015, p. 14.[\/footnote] This information is often carefully analyzed and used to make important decisions, so it is critical that team members collaborate effectively in managing these communications tasks.\r\n\r\nEngineers report spending a considerable amount of their time writing, and they frequently engage in collaborative writing (CW). A recent survey asked various professionals what portion of their work week was devoted to writing, collaborative writing, and international communications.[footnote]J. Swartz, S. Pigg, J. Larsen, J. Helo Gonzalez, R. De Haas, and E. Wagner, \"Communication in the workplace: What can NC State students expect?\" Report from the Professional Writing Program, North Carolina State University, 2018.[\/footnote] The results shown in Table 4.7.1<\/strong> indicate that collaborative writing makes up a significant portion of overall writing tasks.\r\n\r\n\r\n\r\n\r\n\r\n
TABLE 4.7.1 Percentage of total work week that engineers and programmers report spending on communications tasks<\/caption>\r\n
<\/td>\r\nEngineers<\/strong><\/th>\r\nProgrammers<\/strong><\/th>\r\n<\/tr>\r\n
Time spent writing<\/strong><\/th>\r\n35<\/td>\r\n25<\/td>\r\n<\/tr>\r\n
Time spent planning and writing documents collaboratively<\/strong><\/th>\r\n19<\/td>\r\n12<\/td>\r\n<\/tr>\r\n
Time spent communicating internationally (across national borders)<\/strong><\/th>\r\n14<\/td>\r\n18<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nResearch has also shown that \u201cwriting in general and CW in particular have been recognized to be fundamental to most professional and academic practices in engineering.\u201d[footnote]J. Gimenez and J. Thondhlana, \u201cCollaborative writing in Engineering: Perspectives from research and implications for undergraduate education,\u201d European Journal of Engineering Education<\/em>, vol. 37, no. 5, 2012, 471-487. DOI: http:\/\/dx.doi.org\/10.1080\/03043797.2012.714356<\/a>[\/footnote]\u00a0 Figure 4.7.1\u00a0<\/strong>shows that engineers rate writing skills as extremely important to career advancement.[footnote]J. Swartz, et al<\/em>.[\/footnote]\r\n
\"37%=Extremely<\/a>
Figure 4.7.1<\/strong><\/em> The importance of writing for career advancement for surveyed engineers<\/em>. [footnote] J. Swartz, et al<\/em>.\u00a0CC-BY 4.0<\/a>.[\/footnote]<\/figcaption><\/figure>\r\nLike any kind of teamwork, collaborative writing requires the entire team to be focused on a common objective; according to Lowry et al<\/em>., an effective team \"negotiates, coordinates, and communicates during the creation of a common document.\u201d[footnote]P.B. Lowry, A. Curtis, and M.R. Lowry, \u201cBuilding a taxonomy and nomenclature of collaborative writing to improve interdisciplinary research and practice,\u201d Journal of Business Communication<\/em>, vol. 41, 2004, pp. 66-97. DOI: https:\/\/doi.org\/10.1177\/0021943603259363<\/a>[\/footnote] The collaborative writing process, like the Tuckman team formation model, is iterative and social, meaning the team works together and moves back and forth throughout the process.\r\n\r\nSuccessful collaborative writing is made easier when you understand the different strategies you can apply, how best to control the document, and the different roles people can assume. Figure 4.7.2<\/strong> outlines the various activities involved at various stages of the collaborating writing process.<\/a>\r\n\r\n[caption id=\"attachment_82\" align=\"aligncenter\" width=\"1024\"]\"Four Figure 4.7.2\u00a0<\/strong> Collaborative writing stages [Image description]<\/a>
<\/em>[\/caption]Collaborative writing strategies are methods a team uses to coordinate the writing of a collaborative document. There are five main strategies (see Table 4.7.2<\/strong>), each with their advantages and disadvantages. Can you think of any other benefits or limitations?<\/small>\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
TABLE 4.7.2 Collaborative writing strategies<\/strong>[footnote](adapted from Lowry et al<\/em>. [4])[\/footnote]<\/caption>\r\n
[Skip Table<\/a>]\r\n<\/strong><\/td>\r\n<\/tr>\r\n
Writing Strategy\r\n<\/strong><\/th>\r\nWhen to Use<\/strong><\/th>\r\nPros<\/strong><\/th>\r\nCons<\/strong><\/th>\r\n<\/tr>\r\n
Single-author<\/strong>\r\n

One member writes for the entire group<\/p>\r\n<\/th>\r\n

\r\n

For simple tasks; when little buy-in is needed; for small groups<\/p>\r\n<\/td>\r\n

\r\n

Efficient; consistent style<\/p>\r\n<\/td>\r\n

\r\n

May not clearly represent group\u2019s intentions; less consensus produced<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Sequential<\/strong>\r\n

Each member is in charge of writing a specific part and write in sequence<\/p>\r\n<\/th>\r\n

\r\n

For asynchronous work with poor coordination; when it\u2019s hard to meet often; for straightforward writing tasks; small groups<\/p>\r\n<\/td>\r\n

\r\n

Easy to organize; simplifies planning<\/p>\r\n<\/td>\r\n

\r\n

Can lose sense of group; subsequent writers may invalidate previous work; lack of consensus; version control issues<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Parallel Writing: Horizontal Division<\/strong>\r\n

Members are in charge of writing a specific part but write in parallel. Segments are distributed randomly.<\/p>\r\n<\/th>\r\n

\r\n

When high volume of rapid output is needed; when software can support this strategy; for easily segmented, mildly complex writing tasks; for groups with good structure and coordination; small to large groups<\/p>\r\n<\/td>\r\n

\r\n

Efficient; high volume of output<\/p>\r\n<\/td>\r\n

\r\n

Redundant work can be produced; writers can be blind to each other\u2019s work; stylistic differences; doesn\u2019t recognize individual talents well<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Parallel Writing: Stratified Division<\/strong>\r\n

Members are in charge of writing a specific part but write in parallel. Segments are distributed based on talents or skills.<\/p>\r\n<\/th>\r\n

\r\n

For high volume rapid output; with supporting software; for complicated, difficult to segment tasks; when people have different talents\/skills; for groups with good structure and coordination; small to large groups<\/p>\r\n<\/td>\r\n

\r\n

Efficient; high volume of quality output; better use of individual talent<\/p>\r\n<\/td>\r\n

\r\n

Redundant work can be produced; writers can be blind to each other\u2019s work; stylistic differences; potential information overload<\/p>\r\n<\/td>\r\n<\/tr>\r\n

Reactive Writing<\/strong>\r\n

Members create a document in real time, while others review, react, and adjust to each other\u2019s changes and addition without much pre-planning or explicit coordination<\/p>\r\n<\/th>\r\n

\r\n

Small groups; high levels of creativity; high levels of consensus on process and content<\/p>\r\n<\/td>\r\n

\r\n

Can build creativity and consensus<\/p>\r\n<\/td>\r\n

\r\n

Very hard to coordinate; version control issues<\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/a>Document management<\/strong> reflects the approaches used to maintain version control of the document and describe who is responsible for it. Four main control modes are listed in Table 4.7.3<\/strong>, along with their pros and cons. Can you think of any more, based on your experience?\r\n\r\n\r\n\r\n\r\n\r\n\r\n
TABLE 4.7.3 Document control modes<\/caption>\r\n
Mode<\/strong><\/th>\r\nDescription<\/strong><\/th>\r\nPros<\/strong><\/th>\r\nCons<\/strong><\/th>\r\n<\/tr>\r\n
Centralized<\/strong><\/th>\r\nWhen one person controls the document throughout the process.<\/td>\r\nCan be useful for maintaining group focus and when working toward a strict deadline<\/td>\r\nNon-controlling members may feel a lack of ownership or control of what goes into the document<\/td>\r\n<\/tr>\r\n
Relay<\/strong><\/th>\r\nWhen one person at a time is in charge but the control changes in the group<\/td>\r\nDemocratic<\/td>\r\nLess efficient<\/td>\r\n<\/tr>\r\n
Independent<\/strong><\/th>\r\nWhen person maintains control of his\/her assigned portion<\/td>\r\nUseful for remote teams working on distinct parts<\/td>\r\nOften requires an editor to pull it together; can reflect a group that lacks agreement.<\/td>\r\n<\/tr>\r\n
Shared<\/strong><\/th>\r\nWhen everyone has simultaneous and equal privileges<\/td>\r\nCan be highly effective; non-threatening; good for groups working F2F, who meet frequently, who have high levels of trust<\/td>\r\nCan lead to conflict, especially in remote or less functional groups<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\nRoles<\/strong> refer to the different hats participants might wear, depending on the activity. Table 4.7.4<\/strong> describes several roles within a collaborative writing team. Which role(s) have you had in a group project? Are there ones you always seem to do? Ones that you prefer, dislike, or would like to try?\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
TABLE 4.7.4 Collaborative writing roles<\/caption>\r\n
Role<\/strong><\/th>\r\nDescription<\/strong><\/th>\r\n<\/tr>\r\n
Writer<\/strong><\/th>\r\nA person who is responsible for writing a portion of the content<\/td>\r\n<\/tr>\r\n
Consultant<\/strong><\/th>\r\nA person who is external to the project and has no ownership or responsibility for producing content but who offers content and process-related feedback (peer reviewers outside the team; instructor)<\/td>\r\n<\/tr>\r\n
Editor<\/strong><\/th>\r\nA person who is responsible for the overall content production of the writers, and can make both style and content changes; typically has ownership of the content production<\/td>\r\n<\/tr>\r\n
Reviewer<\/strong><\/th>\r\nA person, internal or external, who provides specific content feedback but is not responsible for making changes<\/td>\r\n<\/tr>\r\n
Team Leader<\/strong><\/th>\r\nA person who is part of the team and may fully participate in authoring and reviewing the content, but who also leads the team through the processes, planning, rewarding, and motivating.<\/td>\r\n<\/tr>\r\n
Facilitator<\/strong><\/th>\r\nA person external to the team who leads the team through processes but doesn\u2019t give content related feedback.<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
\r\n

EXERCISE 4.7 Follow up and reflect<\/p>\r\n\r\n<\/header>\r\n

\r\n

Refer back to the warm-up at the start of this section. Using the tables above, analyze your example to determine the writing strategy and mode that best describes your experience, and what role(s) you took on.<\/p>\r\n

How effective was the strategy that you used? Would another strategy have been more effective?<\/p>\r\n\r\n<\/div>\r\n<\/div>\r\n

Image description<\/h1>\r\n<\/a>Figure 4.7.2 image description:<\/strong>\r\n\r\nFour stages of collaborative writing\r\n
    \r\n \t
  1. Team Formation\r\n