Students’ interactions with peers throughout the collaborative composing process influence their writing practices on the micro-level in relation to patterns of word choice, as well as simultaneously enhancing the macro-level issues of meaning, tone, and structure
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Reflection and Limitations of the Approach, ¶1
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in a sense, the peer review process is embedded within the structure of collaborative composition on a shared document, as edits as well as oral and written meta-commentary occur and recur throughout the lifespan of a Doc
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This approach to collaborative composition assignments manifests baked-in peer review from the get go (Reflection and Limitations of the Approach, ¶1).
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Ruth Li "presents an innovative approach to the design and integration of collaborative writing projects using the Google Apps for Education online platform (OWI 4). The setting is a traditional, face-to-face high school English classroom in which students write in class simultaneously, each on separate devices, on shared Google Docs. In particular, I offer specific strategies for teaching students to write collaboratively in a variety of creative genres, including plays, poems, narrative essays, and speeches" (Explain broadly..., ¶1).
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