This quantitative study explored if significant differences exist between how fifth-grade students produce a written response to a narrative prompt using online versus offline writing platforms. The cultural and social trend of instructional and assessment writing paradigms in education is shifting to online writing platforms (National Assessment Governing Board, 2011; National Writing Project, 2010). A mixed between-within subjects with repeated analysis of variance (ANOVA) and counter balance design was conducted to assess the effects of online versus offline writing platforms in the areas of topic/idea, convention, and gender. The Pennsylvania System of School Assessment Writing Rubric was used to rank students' written responses to a narrative prompt. The findings suggest that a significant difference in students' writing performance is positively affected when students' blog. Evidence suggests blogging encourages students' awareness of audience and social interaction. Further studies are needed in the area of online versus offline writing platforms with elementary children. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]