Process writing is one of the most popular writing methods in education, but the early stages of the writing process have received little attention in previous writing research. This article adds to a so-called post-process movement in writing research by asking: What becomes possible when thinking of brainstorming in a collaborative writing assemblage as becoming and rhizomatic? A rhizoanalysis of three events was conducted using data from upper-secondary school students’ collaborative brainstorming sessions to write a musical script. The analysis showcases that brainstorming in collaborative writing is messy and crowded, and that a rhizomatic understanding of brainstorming in collaborative writing is allowing, explorative, and unexpected. Nevertheless, the concept of brainstorming can be misleading in response to what the doings in brainstorming can be(come). Therefore, this article proposes a re-thinking of brainstorming as otherwise, asking whether the notions of idea-ing and becoming ideas might be more generative.

过程写作是教育中最流行的写作方法之一，但写作过程的早期阶段在以往的写作研究中很少受到关注。本文通过提问来补充写作研究中所谓的后处理运动：当将协作写作组合中的头脑风暴视为成为和根茎时，什么可能发生？使用高中生协作头脑风暴会议的数据对三个事件进行了根部分析，以编写音乐剧本。分析表明，协作写作中的头脑风暴是混乱和拥挤的，而对协作写作中的头脑风暴的根茎理解是允许的、探索性的和意想不到的。尽管如此，头脑风暴的概念g 对于头脑风暴中的行为可能会产生误导。因此，本文提出了对头脑风暴的重新思考，询问创意和成为创意的概念是否可能更具生成性。