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Digital Writing Tools:
Google Drive,

Todd Henry
Danielle Crandall
Rionda Bell


Critical Moment


National Crisis

According to “Are They Really Ready to Work,” a research study
conducted by The Conference Board Corporate Voices for Working
Families (2006), a consortium of 52 partner companies, 70% of
which are listed in the Fortune 500, 80.9% of the employers stated
that high school graduates entering the workforce are “deficient”
in written communication skills
More than half of the corporate participants deemed written
communication skills as “very important” to the progression of
their companies.
The National Center of Education Statistics (2013) reports that
approximately 70% of high school graduates take remedial English
courses, and much of these results are a direct reflection of
inadequate writing skills among high school graduates.

Why is feedback so important?
In a 2011 study, the results of the data collected from 400 student participants and 19
teachers indicated that in students’ minds, feedback serves as:

a guide toward success (formative assessment)

a learning tool

a mode of academic interaction

a form of encouragement

an emotional regulator (anxiety reducer), a display of respect

an indicator of care.  
In the final analysis, the study concluded that feedback serves as an academic and
emotional stimulus for students and is vital for their academic and emotional growth.
 The findings of this study also support the notion that analysis of student perceptions of
teacher feedback is valuable to both the student and the teacher (Rooke 2012; Rowe,


What types of feedback are most

2011 study examined the most effective forms of
written feedback and investigated the effects of
feedback on student motivation and performance.
• Detailed Feedback - Metacognitive Activity= no
improvement 
• Metacognitive Activity – Detailed Feedback= no
improvement 
• Detailed Feedback + Metacognitive Activity =
improvement 






Provide Detailed Feedback
Save Time Grading Writing


Leave Voice Comments

Create Digital Rubrics


Detailed Peer Feedback
Better Quality Papers
Less Time Grading


Foster Digital Writing and Learning Communities


Benefits of Blogging

Regular Creative Writing
Multi-genre Approach to Writing
Teacher Models Writing
Student Express Individuality
Lead by Student Interest
Blogging- Real World Application
Improve Technical Literacy
Accountability on Student Not Teacher
Real Audience
Strong Sense of Community
Increase Student Engagement



Google Drive

Benefits of Google Drive

Peer and Teacher Feedback Through Comments
Saves in Real Time
Records Editing with Time Stamps
Allows for Class Chats and Digital Tutorials
Allows Teacher to Quickly Help All Students
Encourages Writing Process
Students Submit Digital Assignments Through Forms
Easy Organization through Forms Generated Spreadsheets
Fosters Writing Community
Prepares Students for College-Level Technology
Saves Time
Increases Student Engagement

Go to to access
instructional document for Google Drive.


Andersron, J. (2005). Mechanically inclined. Portland, Maine: Stenhouse Publishers.
Annable, J. (2012). Becoming self-editors: Using metacognition to improve students. English Journal, 101(3), 88-91.
Bagley, S. (2008) High school students’ perceptions of narrative evaluations as summative assessment. American Secondary Education,
36(3), p15-32.
Barbeiro, L.F. (2011). What happens when I write? Pupils' writing about writing. Reading and Writing: An Interdisciplinary Journal,
24(7), 813-834.
Elbow, P. (1998). Writing without teachers. New York, New York: Oxford University Press.
Hendrien, D., Frans J.P., & Karel M.S. (2011). Feedback providing improvement strategies and reflection on feedback use: Effects on
students’ writing motivation, process, and performance. Learning and Instruction, 21, 171 184.
Iverson, K.M. (2009). The write brain: How to educate and entertain with learner-centered writing. Performance Improvement, 48(7), 2025.
McGrath, A.L., Taylor, A., & Pychyl, T.A. (2011). Writing helpful feedback: The influence of
feedback type in students' perceptions and writing performance. Canadian Journal for the Scholarship of Teaching and
Learning, 2(2), 1-14.
Mertler, C., & Charles, C. M. (2011). Introduction to education research. (7th ed., pp. 124-142). Boston, MA: Pearson Education, Inc.
National Center for Education Statistics.(2013). The condition of education.
Price, M., O'Donovan, B., & Rust, C. (2007). Putting a social-constructivist assessment process
model into practice: Building the feedback loop into the assessment process through peer review. Innovations in Education
and Teaching International, 44(2), 143-152.
Rooke, J., &National Literacy Trust, (2012). Transforming writing: Interim evaluation report. National Literacy Trust, 3, 1-77.
Rowe, A. (2011). The personal dimension in teaching: Why students value feedback.International Journal of Educational Management,
25(4), 343-360. doi:
Shore, B. M., & Dover, A. C. (2004). Metacognition, intelligence, and giftedness. In R. Sternberg & S. Reis (Eds.), Definitions and
conceptions of giftedness (pp. 39-45). Thousand Oaks, California: Corwin Press.
The Conference Board Corporate Voices for Working Families. (2006). Are they ready to work: Employers’ perspectives on the basic
knowledge and applied skills of new entrants to the 21 st century workforce.