Background: This study discusses data-driven results of newly-developed writing tools that are objective, easy, and less time-consuming than standard classroom writing strategies; additionally, multiple motivation triggers and peer evaluation are evaluated together with these new, modernized writing tools. The results are explained separately and within the context of the students'/educators' environmental and social context from known interdisciplinary practice and theory. In contrast, many studies present writing tools that are more subjective and/or time consuming, and these studies may offer less comprehensive help in writing instruction. Purpose: The purpose of this study is to increase competence and confidence in writing development, while minimizing subjectivity in writing tools, and to provide a comprehensive context for their use. Research Design: This is a mixed research study that includes both quantitative and qualitative results. The single measurement and pretest/posttest research designs were employed. This was studied by collecting extensive data from 159 students and replicating the process of using explanatory corrective feedback (ECF), which is a combination of specific feedback and detailed scoring, 472 times. Conclusion: The writing tools and ECF were proven to be efficient and effective in increasing writing competence and confidence in students. Challenges, successes, and interdisciplinary theory/practice are discussed.