The Fifth Pillar of Writing Workshop
Lucy Calkins says that kids “need to see their work reach other readers.”
This explains why I spent much of winter break planning and writing posts for the new blog, checking blog stats, and refreshing my Twitter feed. Have my words reached anyone? Have they made a difference?
A blogging neophyte, I had almost forgotten how good it feels to know that someone is listening.
Human beings crave attention, hunger for an audience, yearn for feedback… and even though we may bring excitement and passion and craft to writing instruction, when we fail to provide students with opportunities for publication, we are doing them a major disservice. Let’s face it, when your primary audience is your English teacher (and possibly your dad who was kind enough to proofread your paper before post-dinner tv), the experience of writing is going to lack a certain kind of joy and meaning. Real writers need real readers.
As I participated in a tweet chat earlier in the week, watching the notifications column on Tweetdeck flitter with every new connection made, I thought to myself: I want my students to have this experience, to feel this excited about writing. To know the effects of their words on others.
In order for this to happen in our classrooms, we have to give equal weight to all five pillars of writing workshop: choice, active revision, author craft, broader visions of assessment, and publication (The Digital Writing Workshop, Hicks).
Choice lies at the center of our workshop: students discover topics in their notebooks and develop them into fuller pieces. I consistently model active revision and give students two minutes after every quick write to make their writing “a little bit better.” I could survive on a diet of teaching and talking about author craft. I let my students revise all papers until the last day of the school year, demonstrating broader visions of assessment…
But where is the sharing of writing beyond classroom walls? The hope that their words matter to someone? The proverbial retweeting of one another’s work?
While I often end class with a “share out” or golden line activity, or have students “turn and talk” about ideas, or collect favorite pieces for a class anthology at the year’s end, the opportunities my students have for sharing their work with ever-widening audiences are few and far between.
So in an effort to find and create these opportunities for my students, I forge ahead with some resolutions for 2014:
Reaching Readers Within the Classroom
Utilizing writing groups. I want my students to share in groups on a regular basis. The possibilities are limitless: read from a draft, talk about process, brainstorm, troubleshoot, revise collaboratively. As far as a ritual goes, NWP’s bless/press/address provides a good heuristic for helping students talk about their work in meaningful ways. When my students leave me in June, I want them to be able to move forward in their writing without me. So they must begin to do more of the heavy lifting that is conferencing themselves. Additionally, group conferring will build confidence and pave the way for sharing with wider audiences.
Handing over the torch. In the past, I have always found an excuse for why I don’t let students lead workshop: I don’t have a document camera. I don’t want to put students on the spot. I like to know exactly what’s on the menu. I don’t have enough time. Yet I know that I am doing a disservice to my students when I don’t let them take on more of the teaching and coaching of their peers. Conferences provide a perfect opportunity for noticing something a student is doing that is share-worthy (and it’s all share-worthy). These students can then be asked to lead with their process or writing during class the next day.
The future leaders of workshop!
Reaching Readers Beyond the Classroom
Cultivating a digital writing environment (DWE). In his book The Digital Writing Workshop, Troy Hicks notes that the methods teachers have used in the past for helping students share their writing beyond the walls of the classroom are “highly teacher dependent” (80). But with the advent of blogging, Twitter, and other social networking tools, students “now have the ability to publish their work directly to the read/write web” (80). He goes on to remind us that for digital writers “the audience is extended, and students become much more aware, as readers and as writers, of how they both share their work and respond to the work of others” (81). Our DWE will have three parts: blogging, blogfolios, and RSS feed-reading for inspiration. More to come on this experiment in future posts.
Making student processes and experiences available to all. After each genre study, students submit a paper as well as reflection notes. Click here for sample questions. Through these notes, students provide unique insights into the writing process, as well as vivid portraits of themselves as writers. Without a doubt, students would benefit from reading one another’s reflections. I’ve even toyed with the idea of making these reflections available in another medium, in a form that would allow our busy students to listen to one another “on the go” and would showcase the voice of the writer: podcasting! Podcasts could then be linked to finished papers on student blogs.
Until we create and locate opportunities for our writers to reach ever-widening circles of readers, we are only teaching the writing, not the writer. Because a true writer writes to reach.
What opportunities do you provide students to reach authentic audiences? Please respond in the comments section to share your ideas.