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Real and Rigorous: Writing Workshop Meets Business Writing

Today’s guest post is from Paige Timmerman, a high school English teacher in Salem, Illinois. She has guest written for Moving Writers before as she explored audience and the college essay! You can connect with her on Twitter at @pbrink12 or via e-mail at timmermanp@salemhigh.com. Senior English can be a beautiful and frustrating thing.  For […]

Getting some perspective: Choice and Authenticity in the Learning Process

When I think of increasing student choice and voice this leads me to think about increasing student motivation and happiness. And when these ideas coalesce I can’t help but think of Malcolm Gladwell’s Ted Talk (I realize this is a strange connection to make, but hear me out). Gladwell discusses how Prego, back in the ’70s, took over […]

Mentor Text Wednesday: ‘Start Here’ by Mari Andrew

Mentor Text: ‘Start Here’ by Mari Andrew Techniques: Writing Memoir Organization Background- If you’re a regular visitor to Moving Writers, or follow any Moving Writers contributors on Twitter, then Mari Andrew needs no introduction. A wonderful creator expressing herself through image and words, she presents her thought with an openness and honesty that strikes a chord […]

Writing Our Way In: Exploring Drama Through A Soliloquy Study– Part Two

Last month, I shared my plans for using a soliloquy study to help my seniors write their way in to Hamlet. Today, I’m almost done reading the seniors’ soliloquies, and I’m excited to share the results, the lingering questions, and my plans for the future of this unit with you! Previously, on Moving Writers… The […]

Life Happens: Mentor Texts vs. The Curse of Knowledge

There’s a John Lennon song that addresses an issue that teachers know all too well: “Life is what happens to you when you’re busy making [lesson] plans.” Even the most responsive and differentiated approaches can fall victim to the different kinds of chaos that life throws our way (Technology, I’m talking to you). On top […]

Reader Mail: How can we help students better understand what they are doing in their own writing?

After the last installment of my four-part series on reading like a writer, I received a question from Lisa in Waunakee, WI about helping students better understand what they are doing in their own writing: “How to help students explain WHY/HOW an aspect of the piece (like a description, an added scene, a certain line, […]