ROLE: Research in Online Literacy Education, A GSOLE Publication

Commenting on Student Writing

Using Google Docs to Enhance Revision in the Composing Process of First Year Writers

by Allison Morrow

Publication Details

OLOR Series:	Research in Online Literacy Education
Author(s):	Allison Morrow
Original Publication Date:	15 August 2018
Permalink:	<gsole.org/olor/vol1.iss1.g>

Abstract

This article explores the integration of Google Docs in composition courses to enhance student engagement in the revision process. Traditional revision methods often result in minimal changes, focusing on surface-level corrections. By utilizing Google Docs, instructors can provide real-time, detailed feedback through features like Suggestion Mode and commenting. These tools facilitate a more interactive and dynamic revision process, encouraging students to make substantive changes to their drafts. The platform's version history and tagging capabilities support continuous improvement and reflective practices. Despite challenges such as privacy concerns and the need for technical orientation, the benefits of using Google Docs are significant. This approach not only improves the quality of student writing but also fosters a deeper understanding of the revision process, making it a valuable tool in composition pedagogy.

Resource Overview

Introduction
Student Revision and Commenting on Student Writing
How Google Docs Works and How I Used It
Benefits of Using Google Docs
Limitations
Changes for the 2017-2018 Academic Year
Conclusions
References

Media, Figures, Tables

Figure 1. Suggestion Mode and Commenting Features
Summary List 1: Ways to Comment Using Google Docs
Figure 2. Thesis Statement Conversations Using Commenting Features
Figure 3. Example of Google Docs Tagging Email
Figure 4. Progress Emails
Figure 5. Revision History
Summary List 2. Useful Tips for Instructors

Resource Contents

1. Introduction

[1] As instructors of composition, the endeavor of getting students to revise seems like a never ending struggle. In first year composition, instructors who teach using a writing studies framework emphasize the importance of the composing process as opposed to focusing solely on the final draft. In fact, Writing About Writing (3rd edition) lists a few threshold concepts that students are expected to grapple with throughout the course, including

writing is a process
all writers have more to learn
and writing is not perfectible (Wardle & Downs, 2016, pp. 15).

[2] In particular, these threshold concepts deal heavily with revision, demonstrating to students that even the most expert writers have more to learn about writing and spend significant time revising (Sommers, 2016, pp. 865). Instructors not only have to motivate students to revise, but they also attempt to get students to value the revision process, seeing it as more than just additional work but instead an inherent part of the writing process. Communicating this to students is the easy part, but getting them to actually revise is challenging (Perl, 1979; Fitzgerald, 1987; Murray, 1987; Downs, 2015; Sommers, 2016).

[3] While teaching students to value revision is a start, more can be done to motivate students to revise their writing. In particular, one way that students can learn the importance of drafting, revising, and editing is through the portfolio process, where students revise major assignments throughout the semester and showcase final copies of their work. One way I’ve personally enhanced the portfolio process in my composition course is through the use of Google Docs, a word processing platform that allows users to create a live document that can be easily edited and automatically saved. This particular software allows students to share their documents, giving instructors access to provide feedback through direct editing and commenting. Throughout the 2016-2017 academic year, I started using Google Docs to provide feedback with great success. This review of Google Docs will attempt to demonstrate some of the benefits of the software while also providing tips on efficiently integrating the software into composition courses. I also aim to compare Google Docs to other similar word processing platforms as well. Before I review the software more thoroughly, I will describe how revision is structured in my own composition courses.

2. Student Revision and Commenting on Student Writing

[4] In past semesters, I’ve found that upon asking students for revision that is reflective and cohesive, I received revisions from a number of students that merely included efforts to fix small grammatical errors, failing to revise higher order concerns in their papers. This frustration in particular led me to explore different teaching methods to enhance revision work.

[5] In my courses, revision plays a major role in my students’ writing processes. My composition course is structured off an ePortfolio model, where students revise the major assignments they’ve completed throughout the semester and showcase all of their writing on a website like Wix or WordPress. The preparation for the ePortfolio can be quite daunting to first year students, so I have students revise throughout the semester.

[6] When an essay is assigned in my course, students turn in an initial draft to me. When grading, I focus the majority of feedback on higher order concerns like content, context, and audience awareness. I also include some feedback on lower order concerns like grammatical errors and typos. Once students review my feedback, students revise their drafts to prepare them for their ePortfolios. I tell them frequently that making minor changes like fixing a comma will not suffice for revision; they actually have to dig deeper to get credit for their revision work.

[7] In order to provide feedback to my students that encourages them to revise more holistically rather than selectively, I follow Nancy Sommers model of commenting on student writing. Sommers states that:

Instead of finding errors or showing students how to patch up parts of their texts, we need to sabotage our students' conviction that the drafts they have written are complete and coherent. Our comments need to offer students revision tasks of a different order of complexity and sophistication from the ones that they themselves identify, by forcing students back into the chaos, back to the point where they are shaping and restructuring their meaning (Sommers, 1982, pp. 155).

In other words, revision is a more involved process than the initial discovery of ideas. Upon revising, students have to review the draft as diving back into it, still considering questions that revolve around content and the major ideas presented by their essays.

3. How Google Docs Works and How I Used It

[8] In order to follow Sommers’ model on providing feedback, I tend to make a number of marginal comments throughout a student’s draft questioning the content and organization of a paper. I also include a larger end comment that details what worked well while also pointing out areas that need revision. Google Docs allows users to provide feedback through the commenting feature, where users can highlight text and provide marginal comments, much like Microsoft Word’s commenting feature.

[9] Another feedback feature of Google Docs is the Suggestion Mode which allows instructors to highlight grammatical errors or sentence structure issues. Typically, I turn on this mode when grading, avoiding marking every error and instead marking patterns. Too much feedback can leave students unable to know where they should start with revision or make them feel like they should just give up (Sommers, 2013, pp. xii). Suggesting Mode allows instructors to give feedback to students in smaller chunks, that way students can work on learning from these consistent errors.

[10] Below in Figure 1 is an example of Google Docs in Suggesting Mode. The top two comments relate to formatting, and the changes made to the formatting are highlighted in green.

Figure 1. Suggestion Mode and Commenting Features

The screenshot displays multiple users commenting on a Google document. Users have made suggestions like “delete paragraph” or “indent first line” and added comments which ask questions like “Is this a good thesis statement?”

Figure 1 is a screenshot of a former student’s revision work. I will continue to use Cameron’s examples throughout this review because she extensively used Google Doc’s features throughout her time in Composition I. (Cameron is a a pseudonym for this student.) Below the Suggesting Mode comments in Figure 1, the commenting feature where I provide marginal comments is demonstrated. Students can also use this tool should they need help when drafting or revising. Later on in this review, I’ll discuss how students can do this and showcase the rest of this conversation in particular.

[11] At first, I decided to use Google Docs to provide feedback because it could potentially allow for more effective commenting and collaboration between students and instructors. However, these Google Docs features also prevented the tedious downloading and sending of documents between instructor and student. With Google Docs, students do not have to download or reference other texts that have comments on them; instead, they can directly work with the document they’ve been using for the entire project. Table 1 provides an overview of some of different commenting functions of Google Docs, and in the next section, I’ll review some of the benefits of using these features.

Summary List 1. Ways to Comment Using Google Docs

Provide editing feedback using Suggesting Mode.
Provide marginal comments using the commenting feature. Allow students to respond to those comments with questions or concerns.
Allow students to “tag” their instructor’s email address to reach out for help in the commenting features
Provide an end comment listing two or three things the student needs to focus in revision.

4. Benefits of Using Google Docs

[12] After using this software for an entire academic year, I was impressed by how smoothly Google Docs operated and how it seemed to motivate students to do their own revision work with little prompting. For some students, Google Docs makes the revision process less cumbersome, and it allowed them to feel more comfortable to reach out for help both in the drafting stages and the revision stages.

4.1. Immediate Revision

[13] Upon using this software, one of the most shocking benefits that still continues to excite me is how quickly students responded to their feedback. When I returned their feedback to them, students tended to revise their documents almost immediately. It was not uncommon for me to receive an update email that they were working on their document mere minutes after I had released their feedback.

[14] Part of the reason for this immediate revision work is due to the fact that the owner of the document, the student in this case, is automatically updated via email when anyone leaves a comment or provides suggestions. If someone were to leave a comment, they would also be updated when someone replied to it. This update email signals that they have to respond to those comments. They don’t just see those comments as a separate document or just suggestions; they start to see those comments as tools instead to improve their work. Also, if any comments confused them, students could easily reach out for clarification or further help.

[15] What I think may be different here from Google Docs feedback rather than handwritten feedback or feedback delivered in separate documents is that this live document shows them that they can’t ignore that feedback. In particular, I require that students have to link the exact document they have been working on throughout the semester in their ePortfolio. This means that the comments and revision work have to be dealt with in order to receive revision credit for their work.

4.2. Conversation With Students

[16] Another benefit of using Google Docs was that it enhanced the conversations I could have with my students about their drafts. In fact, I spent more time this year discussing drafts or ideas with students than in any previous semesters I’ve taught composition. Students would reach out to me in any stage of their writing, from drafting to revising to making final edits on their documentation for their ePortfolio. These conversations I could have with students via Google Docs allowed them see that writing is process where revision should be valued, and in some cases, writing involves collaboration as well.

[17] In order to enhance that collaboration, I would instruct my students that they could “tag” me in their comments if they had any questions about their drafts. The way a student could do this was by making a comment and typing the “@” or “+” symbol. They would then follow that symbol with my email address. Once a student tagged my email address, I would then receive an email alerting me that a student had a question or needed help. An example of this kind of conversation between instructor and student is in Figure 2 below. Cameron used this conversation feature to ask about her thesis statement in her discourse community paper.

Figure 2. Thesis Statement Conversations Using Commenting Features

[18] Cameron tended to struggle with thesis statements, so reaching out acted as a check in to make sure she was headed in the right direction. In this example, Cameron did not stop at a single question; she continued to develop an entire conversation to make sure that she’d understood the feedback I had given her. Cameron in particular really enjoyed this tagging feature, as she found it easy to integrate with her already busy life. She said that:

I find it helpful. The emails back and forth are okay, but when you are [commenting and] elaborating on this specific part of my paper and giving me a direction to go, I appreciate that a lot. And the fact that we can have a conversation on paper at that exact point instead of ‘I’ve got to wait until the next day of class.’ Instead, it’s right there. And it’s on my phone, so I can sit in the car line picking up my daughter and fix my papers.

This was almost like an encouragement to her to keep going. She could work on her papers in her spare time on the exact document she received feedback on. The mobile app of Google Docs also provided ease and convenience for revising at any free moment.

[19] The flexibility of these conversations is an excellent reason for why Google Docs can enhance revision and collaboration. Google Docs can also be a more comfortable way for freshman in particular to reach out for help. Sometimes, first year students are intimated to stop by office hours, and this is a less intrusive way (at least to them) to receive feedback while they are working on their projects.

4.3. Google Docs Emails

[20] As discussed earlier, when students reached out for help using these tagging and commenting features, I would receive an email alerting me that a student requested help. Figure 3 below demonstrates what this tagging email looks like.

Figure 3. Example of Google Docs Tagging Email

The screenshot displays an alert telling Allison Morrow that Cameron has mentioned her in a comment on the “Lit. Letter” document.

As an instructor, this was a convenient way for me to provide feedback without going overboard. For this to work effectively, it was crucial that I gave my students instructions on asking specific questions. I’d tell my students they couldn’t just ask me to look at their paper. Once students knew that these were the guidelines, students asked questions like “Does this make sense?,” “Did I organize this right?” and so on. I was able to answer these questions on my mobile device if I was away from my computer using the Google Docs app on my phone. This was convenient for both me and my students.

[21] This tagging email wasn’t the only way I could monitor student progress and provide feedback. Google Docs also sent out progress emails updating me if students had rejected or accepted my feedback. An example of this is below in Figure 4.

Figure 4. Progress Emails

The screenshot displays an alert telling Allison Morrow that Cameron has resolved a series of comments on “The Unknown Writing Process, E2” document.

As an instructor, these emails allowed me to monitor who was revising and who was not. I would often pull up example emails in class to show students how I could easily check in on their progress. When I did this, the amounts of these progress work emails automatically increased.

[22] This did significantly increase the amount of emails that I had regularly coming into my inbox, and I had to manage them carefully. Usually, I’d see a progress email come in, do a quick scan to see if they needed my help, then delete the email. For some, seeing constant emails might be a detriment, but for me, seeing these emails kept me updated, making my portfolio grading run a lot smoother in the end.

4.4. Revision History/Version History

[23] The ePortfolio process mainly involves revision, but it also involves some reflective work from students. An unexpected benefit included tools from Google Docs that could potentially help aid in their reflection process. This feature, called “revision history,” allows students to see the previous changes that they made on their document that could help with the reflection work on the writing work they’ve done on their assignments. I’ve included two example screenshots of this revision history feature (Figure 5 and Figure 6) from one of Cameron’s documents.

Figure 5. Revision History

The screenshot displays a Google document’s version history wherein the user can recall previous versions of the document dating from May 8th back to March 29th or see an overall writing progression.

[24] As one can see from the images above, Cameron spent at least two months constantly revising one of her papers. This is encouraging because it allows us to see the emphasis and value she placed on her revision work. For an instructor grading revision work, this was yet another easy way to skim through a document and monitor revision progress. The changes of the documents usually show up in a different color in revision history. Along with these changes, Google Docs also archives comments and dialogues between instructor and students, making it easier to access what was suggested and what was revised in a document.

[25] Although this feature is still present and is essentially the same now, this revision history feature is now called “version history.” From a pedagogical standpoint, it was nice for the software to be called revision history so that students could see exactly what was emphasized in the course inside their Google Docs software as well. Part of me wishes they would change the name back to revision history, but obviously, Google has control over what they name their own features.

4.5. Accessibility

[26] One final benefit worth mentioning of using Google Docs is the number of tools that can be integrated to help those who have vision impairment. In particular, Google has a number of initiatives to make their technology more accessible to a variety of different users (“Initiatives and Research,” 2017). These initiatives have prompted the creators of the technology to allow users to integrate various accessibility reading tools, such screen readers, screen magnifiers, and a Braille display to work with Google Docs. Along with those tools, users can also type with their voice to make the technology more accessible to fit their needs (“Accessibility for Docs Editors,” 2017). Integrating these tools can help ease the process of writing with an unfamiliar technology.

[27] Overall, I’ve had positive experiences in using this software. I’ve found it easy to use integrate into my own teaching practices. While grading, I was able to move through documents quickly and actively monitor what students were doing in revision. Along with that, I was able to provide feedback even if I was away from my computer, which aided in the collaboration of my students’ writing practices. Even though these are wonderful benefits, part of this ease of use was due to the fact that GSuites is already connected to the University of South Alabama’s server.

5. Limitations

[28] As with any technology, there were certainly be limitations depending on the technology a university might or may not have. Universities not connected to GSuites may potentially run into some sharing issues. Students and instructors would have to create personal accounts to share documents back and forth. Both instructors and students who are concerned with privacy may be concerned about switching from university approved email sources. Instructors at these universities would have to find a way to safely integrate the software into the framework of the university, and they would have to discuss this privacy with their students at the beginning of the semester. Being connected GSuites at South, we have the option to limit edit and commenting access to those that are solely connected to the university. This is one way to prevent potential privacy issues from cropping up while using the software. However, there are other software options that are similar to Google Docs that instructors can potentially use.

5.1 Comparing to Other Platforms

[29] Google Docs is similar to the various platforms already used for word processing. In Microsoft Word, instructors can turn on track changes to note any revisions made throughout a document. Track changes is similar to the Suggesting Mode in Google Docs, but it does not allow users to accept or reject the changes. This is one major benefit of Google Docs is that it gives students the option to take control of their writing, which can lead them to value the writing that they do. The track changes feature also allows users to provide comments just like Google Docs, but there is not an equivalent feature to the tagging capabilities of Google Docs mainly because these documents are offline. Students could put questions in the margins when they send a draft to their instructor, but this does not grant the same kind of notification process that Google Docs affords. One limitation of Microsoft Word is that the document is solely offline, which limits the kind of sharing that can happen. There is still the cumbersome send, download, comment, and re-send process that both a student and an instructor has to go through. Google Docs streamlines this process so that students don’t have to keep recreating drafts, and instructors don’t have to keep downloading them to provide appropriate feedback.

[30] A live version of Microsoft Word is a word processing software used through Office 365. Office 365 does have the same sharing principles as Google Docs. When a user is live on the document, another user can see them being on the document as well, just as with Google Docs. Users can comment and edit documents. However, from my review of the software, there was not an equivalent function to the Suggesting Mode feature of Google Docs. Users simply make changes, but they are not marked for other users. I tried to find even a track changes of equivalent of this, but this feature didn’t seem to be present in Office 365 Word software. However, the software did have a conflict feature that showed when a change was different from what another author had edited. Personally, I think that Office 365 might be better served for those who are drafting with multiple people rather than instructor providing feedback to a student.

[31] Regardless, it's important for an instructor to pick a technology they would feel the most comfortable with in integrating with in a classroom. Instructors also have to consider technology that is already integrated at the university as well. Now that I’ve reviewed some other alternatives, I’ll discuss some areas that instructors will have to consider before integrating Google Docs as their own word processing platform and instructional technology.

5.2. Plagiarism

[32] Although Google Docs can work well with sharing information back and forth for continuous workflow, one problem that may pop up is when a user deletes content. Usually Google Docs saves multiple revisions in their version history, but users can delete these version histories, which can potentially cause many kinds of problems. This could include students accidentally deleting work if they click the wrong button. However, I found this to be a challenge in a much larger area of concern.

[33] In the spring of 2017, I had an unexpected plagiarism case where one of my students hired a ghostwriter to write most of his papers. After not being paid, the ghost writer turned this student into me via email, sharing all of the drafts and text message conversations between the ghost writer and student.

[34] Upon starting to gather the paperwork for our academic misconduct process at South, I noticed that the student tried to his delete papers along with any revision histories off his documents. Trying to get rid of any traces of his documents, he even erased his Turn It In account. His documents were still saved in Turn It In’s repository, and I was able to upload the documents sent by the ghost writer to pull the submitted matching drafts from Turn It In.

[35] Although I was still able to retrieve the documents, I suggest that instructors have a backup plan to save those documents. In order to prevent a total loss of student papers, instructors can make sure to save a copy of a students’ draft to their own drives or print out a hard copy. This takes a few seconds to do and can prevent a lot of hassle should a plagiarism case like this appear.

6. Changes for the 2017-2018 Academic Year

[36] Although this ghostwriting case had me thinking about ways to back up student documents, I also had to think about changes that needed to be made during this academic year, especially if I planned on using Google Docs again. Since I had so much success with it in the past, I decided to use it again with several changes to the integrate the technology in an easier way.

[37] One slight stressor that played a role in the integration process was getting students to share their documentation with me. The process is fairly easy, but personally, I didn’t want to them to email all of their documents to me at the risk of losing them, as I’m sure a lot of instructors can attest to the amount of emails they already get. Instead of having them email their documents to me, I decided to go with a more official platform. At the University of South Alabama, the CMS we use is USA Online, a university specific version of Sakai for South students and faculty. In this process of submitting to USA Online, students would submit the link of their Google Doc to an assignment.

[38] At this time, USA Online did not allow students to submit their Google doc in a way that it could easily run through the plagiarism software we use at South, Turn It In. Usually, if a student would submit a word document, it would automatically upload it to Turn It In. Because this route did not accept Google Docs as a type of submission, I initially had students uploading their documentation twice: once to USA Online and twice to Turn It In. I found students uploading their links to this CMS and to Turn It Into be clunky at times because I had to access their links from USA Online every single time that I wanted to grade or provide feedback with the student papers. After some of these struggles, I decided to review other options for how they could submit their paperwork.

[39] It was then that I got the idea to have them create Google Drive folders to share their work with me. At the beginning of the semester, students created a Google Drive folder with me where they could store all their documentation. Instead of submitting to USA Online, they simply make sure the document they are working on is present in their Google drive folder and officially turn the document in to Turn It In. I saved this folder to my own Google Drive folder so that I could easily access them. Not only has this move made the process more efficient for students, but it also made it much easier for me to access their documents. A quick search of my own Google drive folder allowed me to find a document and work on it. It also saves time by allowing us not to share information back and forth multiple times. One other alternative to this is to share a class folder with students and allow them to create their own folders within the class drive folder.

[40] Along with sharing documents, another concern that I had for this project was having to dedicate valuable class time to orient students on how to use the technology. In recent changes that I’ve made, I found that a more successful way of instructing students on how to use Google Docs was through video tutorials that they could watch on their own time. I initially created two YouTube videos: one for how to create a Google Drive folder and another for a general overview for how to use Google Docs specific to their USA accounts. I would also suggest to those plan on using Google Docs to do a similar process, although this can certainly be varied up from instructor to instructor. I ended up sharing those YouTube videos with other courses using Google Docs, and the instructors reported back that they seemed to have very little technical problems once students reviewed the videos.

[41] This technical concern of having students understand how to use this technology also specifically pointed out to me the need for transparency on why Google Docs is being used. In the current semester in which I have been working on this manuscript, I had a number of students on the autistic spectrum that seemed to get stressed out upon hearing that we would be using Google Docs. This demonstrated to me in particular that I need to slow down in introducing all of my students the technology and explain to them the pedagogical rationale behind it. This could help potentially ease concerns from students who already find writing a stressful practice but would find it even more so when they are also forced to use a new technology along with it.

[42] In the new changes, the technical issues seem to have straightened themselves out, so I decided to push forward. Another change that I have made this semester includes using Google docs in peer review. The limitations of this usage for other universities could also be that not every student has access to a personal laptop, so other plans may have to be made to integrate the technology into a classroom. This is one area that instructors may have to consider when deciding on whether or not to use Google Docs, and Table 2 below demonstrates other areas to consider when implementing Google Docs into composition courses more generally.

Summary List 2. Useful Tips for Instructors

Have students create Google Drive folders at the beginning of the semester and share them with the instructor
Instruct students to share their documentation as “can edit,” otherwise, instructors will have to request access to be able provide feedback
Turn on “Suggesting” mode when editing documents. Resist the urge to mark all errors you see to give students a chance to catch them themselves
Create videos to guide students into using the technology

7. Conclusions

[43] Overall, I found that Google docs is an effective technology to allow students to see the importance of revision. The ePortfolios that used Google Docs throughout the 2016-2017 demonstrated more thoughtful revisions, more in line with the threshold concepts that are already built and structured into the course. This is due to the fact that Google Docs allows instructors to follow the best practices of commenting on student writing by demonstrating the importance of revising holistically rather than selectively (Sommers, 2013).

[44] So far, the use of this technology has allowed my feedback process to enhance active learning by compelling students to respond to instructor feedback. To me, this demonstrated significant learning outcomes and helped prepare my composition I students for the rigorous work they will conduct researching in their composition II courses and in other subject areas of the university. Having students see and respond to the significance of revision will help improve their own writing practices, and Google Docs is just one the many ways that can enhance it. I will personally continue to use this as a platform and have encouraged other instructors at my university to do the same. I would highly recommend that instructors try this technology out and see if it can possibly integrate into their own teaching practices.

8. References

Accessibility for docs editors. (2017). In Doc editors help. Retrieved from https://support.google.com/docs/answer/6282736?co=GENIE.Platform%3DDesktop&hl=en

Downs, D. (2015). Revision is central to developing writing. In Linda Adler-Kasser and Elizabeth Wardle (Eds), Naming what we know: The threshold concepts of writing studies (66-67). Logan: Utah State Univ. Press.

Fitzgerald, J. (1987). Research on revision in writing. Review of educational research, 57(4), 481-506. Retrieved from http://journals.sagepub.com/doi/abs/10.3102/00346543057004481

Initiatives and research. (2017). In Google Accessibility. Retrieved from https://www.google.com/accessibility/initiatives-research.html

Morrow, A. [Allison Morrow]. (2017, August 9). Google docs tutorial. [Video File]. Retrieved from https://www.youtube.com/watch?v=dB9fNG7uUMg&t=29s

Morrow, A. [Allison Morrow]. (2017, August 9). Google drive folder tutorial. [Video File]. Retrieved from https://www.youtube.com/watch?v=UhLMsm_xjHg

Murray, D. M. (1978). Teach the motivating force of revision. The English Journal, 67(7), 56-60. Retrieved from http://www.jstor.org/stable/814742?seq=1#page_scan_tab_contents.

Perl, S. (1979). The composing processes of unskilled college writers. Research in the Teaching of English, 13(4), 317-336. Retrieved from http://www.jstor.org/stable/40170774?seq=1#page_scan_tab_contents

Sommers, N. (2013). Responding to student writers. Boston: Bedford St. Martin’s.

Sommers, N. (1982). Responding to student writing. College Composition and Communication, 33.2. Retrieved from http://www.jstor.org/stable/357622?seq=1#page_scan_tab_contents

Sommers, N. (2016). The revision strategies of student writers and experienced adult writers.” In Elizabeth Wardle and Doug Downs (Eds), Writing about writing: A college reader (858-872). Boston, Bedford St. Martin’s.

Wardle, E. & Downs, D. (2016). Threshold concepts: why do your ideas about writing matter? In Elizabeth Wardle and Doug Downs (Eds), Writing about writing: A college reader (858-872). Boston, Bedford St. Martin’s.

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