Abstract
As more business writing instructors begin implementing collaborative writing and learning in their classrooms, few descriptions exist that show how collaboration might work in the context of an entire course. This article describes a course that integrates individual and collaborative group assignments while requiring students to work through multiple drafting processes involving teacher and peer intervention. The course was designed to encourage students to become self-reflective, flexible writers who can make themselves aware of their writing processes and then adapt them to both individual and collaborative writing tasks. Along with outlining specific assignments and the rationales behind them, we address issues such as establishing collaborative groups, analyzing group dynamics and writing processes, and the roles teachers might play in a collaborative classroom.