Andrea Lunsford Intellectual Property, and Collaborative Writing

It should come as no surprise that one who is as engaged with collaborative creative/scholarly efforst as Lunsford is would argue for a newer and looser understanding of intellectual property that allows for a loosening of copyright laws, and a greater sharing of ownership.  As someone whose aspirations (whether justified or not) include publishing in many genres, I am troubled by the idea that loosening copyright laws may lessen the incentive for artists to produce, and perhaps move the starving artist myth that much closer to an objective reality.  

I appreciate the idea of collaboration that Lunsford addresses, and indeed was sufficiently impressed by Albertson's presentation of Lunsford's thought on the subject to consider how I might apply the collaborative writing process to my classroom beyond the process of peer tutoring/peer review/workshop.  

I have never had what I always considered the dubious privilege of creating a shared paper (creative or scholarly).  Prior to the presentation this was something I was extremely grateful for, because for someone as perfectionistic as I am, as opinionated and outspoken, group work has always been something to be dreaded.  I have two alternating approaches to most group work:  try (and usually fail) to keep my head down and just do what I am told without causing a fuss, professing little or no preference for anything, or stick myself as far into every aspect as possible (again perfectionist, although there's probably a control freak aspect to that that is manifest as well) to ensure that I am comfortable with how the whole paper/project etc. plays out.  This is especially true of any group project where there is a one grade fits all grading policy.  This always made me particularly uncomfortable, receiving a grade for something overwhich I did not have final control.  It felt like (and I would argue it is to a large extent) being graded on someone else's work, an unpleasant feeling at best.  

Despite my reservations, Lunsford, who seems so intelligent and so capable in so many areas, made me question my own thought and practice, and I admit that much of my prejudice is based in fear rather than experience.  I would like to apply this creative solution to many interesting aspects of writing in my classroom.  The question is, how exactly?  Do I just adapt a writing assignment I already have for development by two or more students as a group project, or is this a large enough shift that it requires a more thorough reworking/recreation than adapting an existing project provides?  I'm not sure.  But for the first time in this teacher's experience I am curious enough to try finding out.