As teachers we all know that giving students the opportunity to write regularly is key to improving their writing ability and stamina. With shorter class periods and so many standards to cover, how can it be done without creating more grading on your part and still be effective?
I knew it wasn’t enough for students to simply write about engaging and interesting topics. Research shows that writing improves when students reflect on their work and revise and edit it using the conventions of language. I wanted them to see themselves as writers and not just students completing a teacher-directed assignment. That’s when I decided to introduce the workshop concept in order to develop a community of writers.
Students used tools like this English Cheat Sheet, and I encouraged them to compose their thoughts and ideas freely and take risks without fear of the red pen. I started out asking them to write half a page and gradually worked up to one page, then two. Sooner rather than later, students began asking if they could write more than the length I had set. Each grading period they selected one piece of writing to examine more closely.
Conducting Writer’s Workshop
- First, I handed out the checklist and students chose one piece of their best writing to bring to the workshop.
- Next, we worked through the writer’s checklist of revising and editing items based on current learning standards. Capitalization and basic end punctuation were always included. I might choose to focus on sentence structures like compound and complex sentences, figurative language, and transition words or vocabulary. Different colored highlighters or pencils made it easy to mark up their work and show the changes and revisions needed.
- The workshop was a guided process. I projected the checklist, and we worked together through each item. Students circled all end punctuation and counted/marked the number of sentences in each paragraph or section. They chose a body paragraph or section of work and made note of the number of words per sentence. This was a great way to help them notice potential run-on sentences.
- Then, we identified the predetermined standards such as sentence structures, figurative language, transition words. I always encouraged students to use advanced vocabulary and take risks with new words and phrases. If the writing didn’t include items from the checklist, they made notes in the margins to add these during revision.
- Finally, I gave my writers time in class to complete a final copy. Students received a daily grade for their participation in revising and editing in addition to a grade for the final copy. I assessed the final copy using the checklist of items from our writer’s workshop. Download a sample writer’s workshop checklist for a personal narrative.
The end result is well worth the effort you spend setting up and guiding students through the process. It takes a bit of practice, but eventually your students will catch on. Over time, they will look at their work in a more reflective and critical way resulting in better samples and student growth in writing.
What does writing look like in your classroom? Let us know in the comments or share your ideas with us on Facebook or Instagram.
