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This article presents a rationale for studying collaborative writing and evidence that coauthors can learn about the writing process from each other. Collaborative writing is explored as an instructional activity that can help students expand their repertoire of writing strategies and their mastery of written communication skills. Collaborative writing activities also offer researchers new insights into the writing process. This discussion about collaborative writing is followed by a case study of two coauthors in the fourth grade who represent general findings from a larger study of 43 fourth- and fifth-grade writers. Detailed analyses of the composing sessions, individual texts, collaborative texts, and interviews indicate that coauthors share creative input, evaluative perspectives, composing strategies, and notions about “good writing” when they work together. Collaborative writing, thus, can complement instruction because it is a direct—albeit subtle—form of learning.

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