ABSTRACT
This chapter explores what happens when students annotate collaboratively using Google Drive to bridge reading-writing connections in the first-year composition classroom. As students read together in a number of ways throughout a semester, I am constantly asking them to make connections between what they read, the moves the sample writers make, and their own writing. In this chapter, I argue that using Google Docs for collaborative reading and annotating can help students (a) make reading-writing connections visible while modeling effective strategies; (b) integrate annotation into multiple moments of reading and writing, thus highlighting its usefulness for working through a text; and (c) decentralize my authority over the classroom, making collaboration and student voices central to the course.
