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dc.contributor.advisor Heckathorn, Amy en
dc.contributor.author Connelly, Anya Hannahlore en
dc.date.accessioned 2016-06-01T19:37:43Z en
dc.date.available 2016-06-01T19:37:43Z en
dc.date.issued 2016-06-01 en
dc.date.submitted 2016-05-10 en
dc.identifier.uri http://hdl.handle.net/10211.3/171304 en
dc.description Project (M.A., English (Composition))--California State University, Sacramento, 2016. en
dc.description.abstract In the spring of the 2016 academic year, I conducted a mixed-method study that examined the pedagogical advantages of using both print-based and Google Docs during Writers’ Workshops. The participants of the study were twenty-nine students enrolled in one section of English 20 College Composition at California State University, Sacramento. I examined students’ feedback and revisions throughout the writing process, and collected data by examining pre-workshop feedback, Writers’ Workshop scripts, and revised drafts. Overall, my study found that using Google Docs did have pedagogical advantages in various stages of the writing process as opposed to a print-based format, but using both methods simultaneously would yield positive results in the writing classroom. en
dc.description.sponsorship English (Composition) en
dc.language.iso en_US en
dc.subject Digital en
dc.subject Composition en
dc.subject Writers' workshops en
dc.title Digital peer response: revising writers' workshop en
dc.type Project en


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