This document discusses using Google Docs to improve student writing at an English class. It describes the original 2-page analytical paper assignment that students completed every two weeks. The challenges with the original process are outlined, such as students only focusing on their grade rather than feedback. The document then explains how using Google Docs improved the process by allowing students to get more peer and teacher feedback on drafts in a shared online document. Benefits included students learning to incorporate feedback and focus more on developing their ideas and analysis. Mini lessons were also given during the editing process. Overall, Google Docs created a more effective and collaborative writing experience for students.

1. Using Google Docs to
Improve Student Wri7ng
ISTE 2011

2. First... My lenses
‐ I’m “home‐grown” in a 1:1
program at SLA
‐ I don’t love gadgets
‐ As an English teacher, I DO love
teaching wri7ng

3. Now... where are you
coming from?
AND
What skills do you
want your students to
gain from wri7ng?

4. What we* wanted
*The English teachers at SLA, but also students, based on their feedback
‐ Independent thesis
development
‐ Formal analy7cal wri7ng
‐ Metacogni7on about the
wri7ng process

5. The Original Assignment
A 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, insighRul, 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.

6. The year‐long plan
11th graders write 2Fers (almost)
every two weeks for the en0re year.
By the end of the year, they have
come to both master and appreciate
(and maybe even love) the process
of formal analy0cal wri0ng.
HOORAY!

7. The Original Rubric
(Categories and wording stolen from
Pennsylvania standardized tests)

8. The Original Sign‐Off Sheet
(In response to common errors and oversights)
(This is a lie. I required
one all the ?me.)

9. Our Hopes
Students would...
Build meaningful peer‐edi7ng rela7onships
with each other
Absorb feedback in each category and work to
improve in all of them
See the assignment as a year‐long,
individualized process

10. The Reality
OBen ?mes, students would instead...
Get superficial edi7ng, and some7mes even
ignore the edits when revising
Look only at the final grade on each 2Fer, then
forget about it / lose the paper
See the assignment as a year‐long pain in the
bu]

11. First Semester:
Google Docs
Begins

12. One Document, All Year

13. Space for dra_s and final...
...accompanied by in‐class
edi7ng 7me.

14. Early week:
Thesis Brainstorming
+ Feedback

15. Brainstorming threads in Moodle...
(Could be hosted elsewhere, or on paper!)

17. More teacher feedback at first...

18. More teacher feedback at first...

19. ...A freer flow of ideas later

20. More student‐based feedback too.

21. Mid‐week:
Research, Thesis
Revision, Mini‐
Lessons... Class.

22. Fridays: Peer Edi7ng!

23. Peer Edi7ng Protocol
“A complete draN (wriOen up to the conclusion,
with your minimum two outside sources cited at
the end of the paper) is due by the beginning of
class on Friday.”
Once students were in class, they immediately
paired up with another student. Their first
responsibility was to the peer they were edi0ng,
not their own paper.

24. Students Comment on Dra_...
student
student
student
student
student

25. ...Teacher Comments on Final.
student

26. The second week:
Grading and Feedback

27. The Rubric
Points earned
doesn’t get its own
box, is typed in at
the end of the
wri6en
commentary
No “Total Grade” sec?on
at the bo6om (which you
can’t see in this slide)

28. 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.

29. Built‐in reflec7on space...
...which leads right into the
next assignment.

30. Grammar, re‐wri7ng, research...
...there were a lot of
possibili7es.

31. 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.

32. Good
Moments

33. Success!
Students have...
Stopped thinking about page length, and
started thinking about adequate support
Shi_ed their focus from overall grade to the
feedback (and grade) for each category
Go]en more feedback and edits from peers,
and recognized pa]erns and issues faster

34. Student X
Student X
Student X
student
student
student
Excellent.

35. 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.

36. 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.

37. “OMG! I’m making the mistake while I
write about it!”

38. Second
Semester:
Upgrades