Using
Google
Docs
to
Improve
Student
Wri7ng
What
skills
do
you
want
students
to
gain
 from
your
wri7ng
   assignments?
The
Original
AssignmentA
2Fer
is
a
2‐page
analy0cal
paper
on
any
topic
you
choose.
There
are
four
basic
guidelines
that
mu...
The
Goals
for
2Fers    Develop
independent
wri0ng
skills,
    prac0ce
conven0ons
of
formal
    wri0ng,
build
diversity
of
...
The
Original
Rubric                (Categories
and
wording
stolen
from
                  Pennsylvania
standardized
tests)
The
Original
Sign‐Off
Sheet          (In
response
to
common
errors
and
oversights)                                 (This
is...
Our
HopesStudents
would...Build
meaningful
peer‐edi7ng
rela7onships
with
each
otherAbsorb
feedback
in
each
category
and
wo...
The
RealityOBen
?mes,
students
would
instead...Get
superficial
edi7ng,
and
some7mes
even
ignore
the
edits
when
revisingLook...
The
New
  Plan
One
Document,
All
Year
Space
for
draOs
and
final...         ...accompanied
by
in‐class
                      edi7ng
7me.
Students
Comment
on
DraO...                                    student                                        student     ...
...Teacher
Comments
on
Final.                                student
Slightly
Re‐designed
Rubric                                  Points
earned
                               doesn’t
get
its
...
This
essay
was
for
a
“Media
Cri?cism”
2Fer
assignment.
It
analyzed
    a
Garnier
Fruc?s
 shampoo
commercial.   The
“Conten...
Built‐in
reflec7on
space...        ...which
leads
right
into
the
                   next
assignment.
Grammar,
re‐wri7ng,
research...              ...there
were
a
lot
of
                       possibili7es.

A
place
to
celebrate
success...                    Some?mes
I
typed
in
                   focus
areas
for
them...
        ...
Good
Moments
Success!Students
have...Stopped
thinking
about
page
length,
and
started
thinking
about
adequate
supportShiOed
their
focus
...
Student X            Student X                Student X            student            student            student          ...
Student X            Student X                Student X            student            student            student          ...
Before
Google
Docs,
if
I
wanted
to
 “bounce
back”
a
paper,
I
had
to
track
down
the
student
and
make
   sure
I
had
the
pape...
Mid‐Year
2Fer:
Reflec7ve
2FerYour
task
this
week
is
to
write
a
2Fer
analyzing...
your
own
2Fer
wri0ng!
The
goal
is
to
figure...
“OMG!
I’m
making
the
mistake
while
I
write
about
it!”
Student
Feedback...The peer edi tor usually   ows us thing   s we miss,           I
use
to
hate
2Fesh                     ...
Ongoing
challenges...Students
also
have...Missed
the
Friday
morning
deadline,
and
then
been
dead
weight
during
peer
edi7ng...
Next
Steps
Using Google Docs to Improve Student Writing
Using Google Docs to Improve Student Writing
Using Google Docs to Improve Student Writing
Using Google Docs to Improve Student Writing
Using Google Docs to Improve Student Writing
Using Google Docs to Improve Student Writing
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Using Google Docs to Improve Student Writing

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How we teach writing at a project-based high school with a 1:1 laptop program.

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  • Using Google Docs to Improve Student Writing

    1. 1. Using
Google
Docs
to
Improve
Student
Wri7ng
    2. 2. What
skills
do
you
want
students
to
gain
 from
your
wri7ng
 assignments?
    3. 3. The
Original
AssignmentA
2Fer
is
a
2‐page
analy0cal
paper
on
any
topic
you
choose.
There
are
four
basic
guidelines
that
must
be
followed:1.
The
2fer
has
a
thesis
statement
that
is
unique,
insighDul,
and
debatable.
It
does
not
re‐state
a
commonly
held
belief
or
choose
sides
in
a
worn‐out
debate
‐‐
it
reflects
an
observa0on
and
conclusion
you
have
come
to
on
your
own.
2.
The
2fer
uses
at
least
two
outside
sources
to
support
your
thesis,
and
cites
them
correctly.
3.
The
2fer
never
uses
the
first
or
second
person
(“I”
or
“you.”)
4.
The
2fer
proves
its
thesis
statement
through
the
quality
of
analysis
and
factual
support,
not
raw
force
of
opinion.

    4. 4. The
Goals
for
2Fers Develop
independent
wri0ng
skills,
 prac0ce
conven0ons
of
formal
 wri0ng,
build
diversity
of
thesis
 development,
draO
a
formal
paper
 with
liPle
outside
assistance.
    5. 5. The
Original
Rubric (Categories
and
wording
stolen
from
 Pennsylvania
standardized
tests)
    6. 6. The
Original
Sign‐Off
Sheet (In
response
to
common
errors
and
oversights) (This
is
a
lie.
I
required
 one
all
the
?me.)
    7. 7. Our
HopesStudents
would...Build
meaningful
peer‐edi7ng
rela7onships
with
each
otherAbsorb
feedback
in
each
category
and
work
to
improve
in
all
of
themSee
the
assignment
as
a
year‐long,
individualized
process

    8. 8. The
RealityOBen
?mes,
students
would
instead...Get
superficial
edi7ng,
and
some7mes
even
ignore
the
edits
when
revisingLook
only
at
the
final
grade
on
each
2Fer,
then
forget
about
it
/
lose
the
paperSee
the
assignment
as
a
year‐long
pain
in
the
buP
    9. 9. The
New
 Plan
    10. 10. One
Document,
All
Year
    11. 11. Space
for
draOs
and
final... ...accompanied
by
in‐class
 edi7ng
7me.
    12. 12. Students
Comment
on
DraO... student student student student student
    13. 13. ...Teacher
Comments
on
Final. student
    14. 14. Slightly
Re‐designed
Rubric Points
earned
 doesn’t
get
its
own
 box,
is
typed
in
at
 the
end
of
the
 wri6en
 commentaryNo
“Total
Grade”
sec?on
at
the
bo6om
(which
you
 can’t
see
in
this
slide)
    15. 15. This
essay
was
for
a
“Media
Cri?cism”
2Fer
assignment.
It
analyzed
 a
Garnier
Fruc?s
 shampoo
commercial. The
“Content
and
 Development”
 comment
refers
to
a
quote
that
I
also
wrote
a
s?cky‐note
for
in
the
 essay
text.As
the
year
went
on,
I
found
myself
wri?ng
 “see
notes”
in
the
 “Teacher
Feedback”
 sec?on
more
oPen.
    16. 16. Built‐in
reflec7on
space... ...which
leads
right
into
the
 next
assignment.
    17. 17. Grammar,
re‐wri7ng,
research... ...there
were
a
lot
of
 possibili7es.

    18. 18. A
place
to
celebrate
success... Some?mes
I
typed
in
 focus
areas
for
them...
 helpful,
or
controlling? ...and
also
set
goals
for
the
 next
essay.

    19. 19. Good
Moments
    20. 20. Success!Students
have...Stopped
thinking
about
page
length,
and
started
thinking
about
adequate
supportShiOed
their
focus
from
overall
grade
to
the
feedback
(and
grade)
for
each
categoryGoPen
more
feedback
and
edits
from
peers,
and
recognized
paPerns
and
issues
faster
    21. 21. Student X Student X Student X student student student Excellent.
    22. 22. Student X Student X Student X student student student Excellent. Essays
that
do
not
 meet
the
four
basic
 requirements
get
 “bounced
back”
to
 the
author
for
 revision.
    23. 23. Before
Google
Docs,
if
I
wanted
to
 “bounce
back”
a
paper,
I
had
to
track
down
the
student
and
make
 sure
I
had
the
paper
in
hand. Now
I
know
at
a
glance
 who
needs
more
work,
 and
I
e‐mail
them
right
 away.
    24. 24. Mid‐Year
2Fer:
Reflec7ve
2FerYour
task
this
week
is
to
write
a
2Fer
analyzing...
your
own
2Fer
wri0ng!
The
goal
is
to
figure
out
HOW
you
can
improve
your
wri0ng,
so
your
thesis
statement
should
analyze
a
weakness
in
your
composi0on.Consider
zooming
in
on
one
or
two
of
the
following
focus
areas:
Thesis/Focus,
Content/Development,
Organiza7on,
Style,
and
Conven7ons.For
your
outside
sources,
you
will
quote:
your
OWN
work,
comments
by
Ms.
Pahomov
and
peer
editors,
and
your
follow
up
assignments.
    25. 25. “OMG!
I’m
making
the
mistake
while
I
write
about
it!”
    26. 26. Student
Feedback...The peer edi tor usually ows us thing s we miss, I
use
to
hate
2Fesh rs,
because
w hich is nice. I
never
understo od
what
the
 purpose
for
this 
was.
Now,
 I’m
glad
that
thi s
happens,
 The co because
it
make mmen s
wri0ng
a
 conne ts are paper
so
easy...
 cted b easily when
I
go
to
 are hig ecaus college,
it
won’t hlighte e they 
be
so
 2fer its d with difficult.
 elf. Th in the correc is mad ting an ethe 2fe d anal r much yzing easier .
    27. 27. Ongoing
challenges...Students
also
have...Missed
the
Friday
morning
deadline,
and
then
been
dead
weight
during
peer
edi7ng
7meStruggled
with
the
techy‐ness
of
using
Google
Docs
(slow
log‐ins,
broken
computers,
etc.)Ignored
the
follow‐up
ac7vity
and
goal
sebng
aOer
gebng
their
grade
    28. 28. Next
Steps
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