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It made it easy to escape my dingy little flat in Croydon with it's seventies carpet and peeling wallpaper. The needle was my plane and with one shot I was in flight, on my way to Monaco or St Tropez. Screw the Alps, it's cold there. I want a tan. To Love Or To Kill? But after all, I was heartless.

It was what I had been raised to do, kill and survive. No mercy for the weak, and he was weak. They knocked him down and I watched, hand on the gun in my pocket. He wasn't my target. So what did I care? He moaned as they kicked him in the stomach, I had maybe 30 seconds before he passed out. What did I care? I turned around and went back down the stairs.

A Diner's Delight Type: She looked up at Michael, her boss, looming over her as she cleaned the mess he had made. She was sick of this. His sick little power trip. She looked at the puddle and then back up at Michael. I watched as the bugs scuttled away under the leaves and brush of the forest floor. Nestling into the mud, they left the carcass as i lifted it up into the light. It was quite beautiful when you looked at it that way, the strings of meat and muscle and fat.

I was terrified, because the further i lifted it, the stronger the desire became. The tendency to introduce irrelevant discussion, failure to consider interpersonal relationships and authority relations, and outright conflict further compounded the bad experiences. The affected students were less likely to want to work in groups in the future.

Experienced instructors emphasize the importance of effective group communication as a foundation for successful collaborative writing experiences. While it is possible for most group projects to be successful even if there is no intervention, Mead estimates that about one in four groups will experience some kind of conflict that requires instructor mediation. Other techniques described below, such as monitoring students and ensuring proper group formation, can greatly improve the outcome of the group process.

There are several considerations at play as far as group membership is concerned. Some instructors have found that students do better when they are assigned to groups. This ensures diversity, which leads to less groupthink and more substantive discussions.

For large projects that require a lot of out-of-class meeting time, students may want to identify peers with similar schedules, interests, or campus residences. Speck recommends giving the students a sign-up sheet and leaving the room for minutes.

Once groups are formed, other strategies may be useful depending on the expectations of the project. It is usually useful to conduct some initial icebreaker tasks to allow group members to get to know one another.

Another option is to have group members take a personality test, such as the Myers-Briggs Inventory, to help identify their strengths for their group members Deans, Instructors can take several preventative steps to optimize group effectiveness and reduce the potential for conflict. Some of these steps can be performed prior to assigning team roles. To prevent group discord, a group contract can be used to create a consensus on expectations. Either before or after assigning roles, formulating a group proposal can help an instructor to evaluate whether teams are putting energy into useful projects or doomed endeavors.

Such proposals may accompany a writing plan, which will help with the organization of the project and distribution of work. Please see the next section for more information on assigning roles. Issues of fairness can overshadow the learning process and can take up unplanned-for time.

Assigning roles can facilitate communication processes and create comfortable conditions for constructive disagreement. It may be useful to consider roles in two categories: Group maintenance roles include encouragers, feeling expressers, compromisers, and gatekeepers. For a short reading and group assignment on roles, see: Including a collaborative writing project in a curriculum brings up several issues for time management. Instructors must consider the schedules of students and their abilities to meet.

In addition, instructors often raise concerns on finding the time to give feedback on the writing and the process itself. A combination of dedicated class time and instructor monitoring typically improves the quality of projects and reduces time concerns please see the next section for more on monitoring.

Many resources recommend scheduling class time for group work and group conferences. This does result in less time for lecture and other classroom activities. Instructors may also find that they can anticipate issues more readily and detect groups that are stalling. Instructors can then save a lot of the time that they would otherwise have spent reading and commenting on poor drafts.

Advocates of collaborative writing stress the need to intervene during the entire process. Monitoring helps to confirm that the process is going smoothly, that each group is compatible, and that work is effective. Instructors may choose to meet with groups beginning in the first week. This allows instructors to answer questions, confirm roles, and clarify expectations Kryder, Thereafter, requiring group or individual conferences throughout the project can help ensure continual progress.

To enhance the effectiveness of such activities, groups can supply a meeting plan prior to the meeting and supply a progress report after each meeting.

A decision making guide, while advantageous for any decision a group is faced with, may also help resolve conflict. Just as the process of collaborative writing can be an educational experience, so can the process of evaluation. You may want to allow students to modify evaluation questions and criteria.

This may be useful as a learning tool, as it can help them to gain more perspective on the process. For example, Speck recommends letting students give input into how to weight the group evaluation criteria. A collaborative writing project Stacie Renfro Powers, Courtenay Dunn-Lewis, and Gordon Fraser University of Connecticut Writing Center The resources that follow include ideas, research, and worksheets to help instructors integrate collaborative writing projects CWPs into their curriculum.

There are many ways to write collaboratively in the classroom. Anticipating Obstacles is Important.

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This page shows a list of open stories. These stories are currently being contributed to by members of You can choose a story from the list to contribute too. 7 Collaborative Storytelling Websites to Weave Your Own Digital Stories. Internet Web Culture On this creative writing community, each author can write an entire chapter and open it up for the community to provide feedback via the linked forum. Anyone can pick up the story and run with it from there, or the original author can continue to.

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Essays are written for different purposes and for different occasions so to help you further we have listed all the different essay types This resource begins with a. You’ve stumbled onto the official blog for Protagonize, a collaborative creative writing community of nearly 30, authors from around the world. Protagonize took its leave of the internet in June of , but our blog lives on to give those who miss it a spot to reminisce and reconnect.