Asynchronous-distributed (AD) collaborative writing (CW) is an important form of the growing trend of distributed work. However, AD CW typically results in multiple process losses. We argue that using advanced writing technologies designed for AD work alone is not sufficient by itself to overcome these losses. Instead, adopting high levels of process structure delivered in the form of explicitly written procedural scripts can improve the results of AD CW groups. We performed an experiment with over 500 participants working in groups supported by advanced CW technologies that were designed for AD work. Participants were given six weeks to conduct their work. We found that high levels of process structure in novice AD CW groups that worked on a moderately complex task created significantly better outcomes than did groups using low levels of process structure. Groups with high levels of process structure had better results in terms of production, document quality, satisfaction, relationships, and communication. In no case did low-structure groups outperform high-structure groups. This research supports our hypothesis that increased process structure delivered in the form of a repeatable process script can decrease process losses and increase process gains in novice AD CW groups. We conclude that it is not sufficient to give novice AD writing groups CW technology and time to conduct their tasks; these groups also need appropriate procedural support, which can be provided effectively through written scripts.

Traditional in-class writing assignments often fail to engage students effectively. This problem may be compounded when students are forced into group projects, where a student may rightly feel that he or she could complete the entire assignment more effectively alone than the whole group could working together. In an attempt to alleviate these concerns, I assigned my university science writing class-half Professional Writing majors, half science majors and minors-the creation of an interactive, electronic murder mystery game. The students used PowerPoint to create linked slides in which the clues and cause of death were scientific information. While working on this assignment in class, a number of students forgot the time and kept working long after class was over. Several students reported losing track of time and place when working on the game at home.