Abstract
When students cowrite with others who have different levels of proficiency with the English language, they can experience unproductive conflict related to feedback avoidance. The author interviewed 20 professionals with experience cowriting across such different English proficiencies and found three strategies that can facilitate feedback and collaboration: calibrate genre and reader expectations, establish protocols for reviewing texts, and frame feedback as a learning opportunity. She suggests that these strategies can be a step toward helping students mitigate their anxieties about feedback and feel more empowered to engage with linguistically diverse peers.
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