Rief, oh Rief.

What have we learned about writing and the teaching of writing?

Writing is a form of communication. It is a process that allows us to get our thoughts on paper. Writing requires thinking. What do you want to write about? Who are you writing to? What point(s) are you trying to convey? How do you plan to do this? Writing requires the writer to ask questions. It also requires teachers to help their students think critically and to generate the questions that will gear their students in the right direction. Writers need peer conferencing as well as teacher conferencing. Specific questions need to be asked, and comments need to be pointed towards a specific aspect of the piece. Being vague leaves students asking more questions and making assumptions. And like Rief says, writing is reading. All the research we’ve read says that good writers read. They gain so much through the literature they absorb.  I have also learned that we need to teach our writers all the “tools” in the tool box. Teach them the tricks, the different forms, and different ways to brainstorm. After they are comfortable with different tools, allow them to choose the tool that will help them to do their best writing.

Why does writing matter?

Again, writing is a way to get our thoughts on paper. It’s a means of communication. It also helps me to generate even more questions regarding my writing. Writing just to write is therapeutic for me. It allows me to get my feelings out, good or bad.

What do our students need to help them write well?

In order to write well, our students need a great space to sit and write. Plenty of resources, material and books. Our students need time to write. In a recent article that we read, this topic was discussed. Only giving our students an hour to write a paper creates a negative image towards the writing, drafting, and revision process. It would be impossible to do so in an hour. Students need us as teachers to model our love for, and the importance of writing. Our students look up to us and want to do what we’re doing. If we are writing and showing them our love for the craft, chances are they will feel more for their own writing. Again, students need peer conferencing and teacher conferencing.  These conferences give the writer things to think about and they may help the writer generate new questions or ideas.

What stands in the way of powerful writing instruction?

Time. It seems impossible to implement 60 + minutes of writing instruction in our classrooms per day. One article talked about cutting out unnecessary lessons or pointless activities. I’d like to think that none of my lessons or activities are pointless, but reevaluating our plan and map of the school day, and year, we’d be able to make it work.  After learning how vitally important writing workshop is, you couldn’t not make it work, right? Facilitators, I’d love to observe your classes. I’d love to get a sneak peek into how you do this on a daily basis!