Collaborating upwards: writing across hierarchical boundaries

Abstract

As a practice, collaborative writing between students and supervisors is hardly new and can be considered common in STEM disciplines. This has not always been the case in the creative arts, where there are different expectations around authorship and, as in other contexts, potentially deeper considerations of power and authority. In this article, we examine modes of collaborative writing practice in the creative arts, with a particular focus on writing across hierarchical boundaries in research training scenarios. Using screenwriting practice as a context for this discussion, and informed by our own reflective practice, we identify a number of collaborative writing 'modes' (which we have named 'take the lead', 'share the load', and 'learn the ropes') and offer possible strategies for those writing across hierarchical relationships and boundaries. This is important for understanding what might otherwise become an assumed, misunderstood or, worse, predatory practice that disempowers students and unfairly advantages supervisors. As part of our exploration, we draw on our experiences of running cohort-based, collaborative research opportunities in creative disciplines. Reflecting on our experiences in regard to our own collaborations allows us to examine how these structures have enabled students to find their own agency within these collaborative spaces.