Website review by Marianne Rogowski, Common Sense Education | Updated April 2022
WriQ
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WriQ

Writing support tool helps teachers track progress and give feedback

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Learning rating
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Community rating
Based on 2 reviews
Privacy rating
Not yet rated Expert evaluation by Common Sense
Grades
4–12
Subjects & Skills
English Language Arts, Communication & Collaboration, Critical Thinking
Price:  Free, Paid
Platforms:  Website
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Take a look inside

6 images
Students can see frequently used words and earn badges.
Helpful summaries offer feedback about each student's writing.
The teacher dashboard gives an overview of individual and class progress.
Choose or create your own custom rubrics tailored to specific types of writing.
Use rubrics right alongside documents.
View key stats on each student to gauge progress.

Pros: See improvements in real time. Takes some of the grunt work out of grading writing.

Cons: Google Classroom integration is a bit confusing. There's little guidance on how to improve writing.

Bottom Line: This extension gives students useful, immediate feedback to make some improvements and save teachers time, but it lacks substantive instruction.

How Can I Teach with This Tool?

WriQ is a writing support extension that helps students track their volume and accuracy as well as how their writing compares to others on their grade level. Teachers can use the built-in AI-driven writing assessment and rubric features to track student progress over time and help students become more proficient. For beginning or struggling writers, it might be helpful to challenge students to earn badges through writing bursts. This way they focus on getting ideas down on the page and flowing without worrying about every little error. Then, show students their WriQ score and give them feedback about a few places where they might be able to improve. For writers needing more of a challenge, teachers might want to up the stakes by creating more challenging rubrics or adjusting the student grade level.

Teachers can quickly rescore documents after students revise them, and although the tool isn't perfect, it does some of the heavy lifting in the initial, messy stages of drafting. By allowing students to revise multiple times and improve their scores, teachers can help students see how consistent practice can create significant improvement over time. Hemingway's quote that "The only kind of writing is rewriting" applies here, because although the tool points out errors and indicates places where there's room for improvement, it leaves the actual improvement piece up to the student. And since teachers aren't spending so much time correcting grammatical mistakes, they're freed up to give more meaningful feedback that helps students see patterns in their writing, encourages more varied vocabulary, and emphasizes process over product.

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Standards:
Overall Rating
Engagement

The immediate feedback on errors and the focus on self-improvement will likely motivate students. It offers a nice supplement to the slow process of formal grading. 

Pedagogy

Students don't get feedback on how to improve their writing, but the grammatical and spelling error support helps teachers focus on more meaningful feedback.

Support

Teachers can leave written or audio responses. Students get instant, varied feedback. WriQ could use more writing guidance or tutorials focused on areas of improvement.

Common Sense reviewer
Marianne Rogowski Instructional Technology Facilitator
See how we rate and review

Key Standards Supported

Writing

  • W.4.4

    Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.4.5

    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

  • W.4.6

    With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

  • W.5.4

    Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.5.5

    With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

  • W.5.6

    With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

  • W.6.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.6.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

  • W.6.6

    Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

  • W.7.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.7.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

  • W.7.6

    Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

  • W.8.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.8.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

  • W.8.6

    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

  • W.9-10.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.9-10.5

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  • W.9-10.6

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  • W.11-12.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

  • W.11-12.5

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  • W.11-12.6

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Writing HS/S/T

  • WHST.6-8.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • WHST.6-8.5

    With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

  • WHST.6-8.6

    Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

  • WHST.9-10.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • WHST.9-10.5

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  • WHST.9-10.6

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

  • WHST.11-12.4

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

  • WHST.11-12.5

    Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

  • WHST.11-12.6

    Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

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