Writing as Collaboration

ferences. The result has been a kind of revolution in composition theory. Unfortunately, however, the revolution seems to have been confined pretty much to the literature. Although the case for writing's social dimensions no longer requires arguing-it can be assumed-we would be hard put to point to a corresponding transformation in the ways writing is conceived and dealt with in our classrooms. In fact, even though radical changes in practice seem called for if we believe even some of what has been claimed about the social dimensions of