Designing Writing Tasks in Google Docs that Encourage Conversation
This chapter explores how a high school teacher's design of writing tasks in Google Docs encouraged conversations and revisions in student writing. It details how Adam, chapter author and an English teacher in an integrated studies course, developed various scaffolds to improve feedback, including assigning self-annotation “conversation starters” in one class and participating in writing processes as an author himself in another class. Peer conversations in Google Docs were used for two purposes in the former class—to encourage the writer to revise or to affirm the writer, and for two purposes in the latter class—to debate the writer's techniques or to talk about the writer. The findings highlight instances where conversations were more and less successful, and explore possible reasons for the classes' different conversation types in Google Docs. This chapter concludes with research, teaching and learning implications for K-12 teachers using Google Docs to support feedback and revision.