Writing Lesson of the Month Network
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I found Lynne's reply very helpful.
I am just starting to implement Writers Workshop this year, even though I have not been trained in the concept. I had heard about it and have checked it out online--I have learned enough to know that I want to incorporate it--to some extent in my high school composition class. I will be using with in combination with 6 Traits and the Writing Process. If you have any information that could be of help to me, please forward it to me at: mmiyasato@gwtc.net. Right now, I will be using the basic format provided by Mandy Gregory (Writers Workshop Mini Lessons: Beginning the School Year) and an article by Kristina Klein (Adapting the Writers' Workshop for the High School Curriculum). Both of these online resources provide some basics, but I am looking for more--including info on conferenceing. Please respond if you can find the time.
One of the techniques I use is to have students do what I call "wonderings". After listening to a peer's writing draft, they ask questions about things they "wonder" about after hearing the writing piece. For example, after hearing Student A's story about taking her dog to the vet, Student B mights say, "I wonder what kind of dog you have?" Student A then jots the question down at the end of the writing piece. At least 2 more "wonderings" are done before partners switch roles. When both students have had a chance to get revising ideas from each other, they then decide which revising ideas will make their writing stronger.
Last year I created a list of questions that students asked their peer group after they read their writing to them. These questions were worded so that the students had to give specific feedback on specific traits of their writing. For example, did I have a strong lead? (organizations) Was my story confusing at any point? Did you have any questions about my story? (organization) What was your favorite part?
Students were not permitted to make any other comments. This kept them from saying, "it is perfect as it is" or worse "that story was not good". It required them to make specific comments that were constructive and gave the writer suggestions for how they could improve their work.
Thanks Susan - I've been chewing on a similar idea, thanks for giving me something to start with. Sally
Susan LaDuke said:Last year I created a list of questions that students asked their peer group after they read their writing to them. These questions were worded so that the students had to give specific feedback on specific traits of their writing. For example, did I have a strong lead? (organizations) Was my story confusing at any point? Did you have any questions about my story? (organization) What was your favorite part?
Students were not permitted to make any other comments. This kept them from saying, "it is perfect as it is" or worse "that story was not good". It required them to make specific comments that were constructive and gave the writer suggestions for how they could improve their work.
Make time for two types of peer conferencing during your Writer's Workshop. Knee to knee peer conferencing encourages good listening for content and clarity. Side by side peer conferencing encourages more technical editing and revision.
I recently asked some fellow staff members to do a writing piece on our class topic so they could create a fishbowl discussion. I plan to have some discussion with them in the room prior to them meeting in a "peer conference". I have BUZZ GROUP guidelines that we developed in class, but find the same problem. I tried this similar fishbowl idea with literature circles and it worked well. Stay tuned....
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