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As currently used, collaboration refers to a variety of interactive writing expe riences, making it difficult or impossible to assess research projects accurately or to use their findings effectively. This paper presents a definition of one vari ety of interactive writing based on intensive interviews with twenty collaborative writers. Shared-document collaboration involves collaborators producing a shared document, engaging in substantive interaction about that document, and sharing decision-making power and responsibility for it. The paper also describes a typology of shared-document collaborative groups: labor intensive, specialization, and synthesis. Throughout, conclusions are supported with examples drawn from the experiences of the writers inter viewed.

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There has been much media speculation and general conversation about the crisis of masculinity, the lack of male role models -in particular, the lack of fathers, and how many boys are becoming a 'lost' generation. An 2002 Australian House of Representatives report 'Boys: Getting it right' investigated this issue in depth and made recommendations to the Australian Minister of Education, Science and Training concerning policy direction and strategies that could be developed for teacher education courses relating to boys and boys educational needs. The research reported here was designed to investigate the needs of male teachers as they enter their professional life in schools. This research is significant because it addresses a major area of concern, namely the retention of newly qualified male teachers in both primary and secondary school environments, as well as issues related to the male identity and the impact of older beginning teachers as they enter the profession.

20school and at work, I feel it deserves careful attention and an approach that moves students gradually through more complex tasks. I have seen much improvement in my student's summaries with this sequential method, not only in accuracy, but also in sentence structure. I have also observed that their approach to cases has improved after the summary work. Students are generally more capable of determining what material to include and what to exclude in letters and memos, and their prose is far more concise than it was earlier in the term.