It is important to consider and evaluate all aspects of the reading and writing workshop process. In my opinion, prewriting is one of the most essential stages. I believe more time should be dedicated to this planning stage. There are many aspects to consider while prewriting. Tompkins (2019) suggests that students should consider their topic options through collaboration or by keeping a writer’s notebook. Students also need to figure out the purpose of their writing and who their audience is. Lastly, students need to decide which genre they will write in to capture their audience. All of these prewriting steps deserve deep thought and adequate decision making skills before moving into the drafting stage.
I also value the idea of incorporating technology within the various stages of the writing process. In chapter 2 of Teaching Writing: Balancing Process and Product, Tompkins (2019) suggests numerous ways to integrate technology to improve a students’ experience with the writing process. For example, using instant messaging to brainstorm writing ideas with classmates or double-spacing drafts while typing on the computer to leave enough room to revise and edit. I also enjoyed learning about how to produce digital stories discussed in Bogard and McMackin (2012) article where students were able to create storyboards using computer programs like iMovie or Photostory. Students are able to create their own sentences, visuals, or add music to accompany their stories. Bogard and McMackin (2012) also studied recorded oral rehearsal recordings as a way to reduce a students' cognitive load during their writing experiences.
Tompkins (2019) offers the idea of revising centers as a way to differentiate instruction during workshops. I had never considered the use of centers during a writer’s workshop. I think these revising centers would be a great way to keep students engaged because they are able to move around while also learning how to properly use supporting writing materials like a thesaurus or a word wall. Students are also able to receive new ideas about how to improve their own writing from suggestions made by their classmates.
Another aspect Tompkins stated and I have never considered was the arrangement of the classroom during this instructional time. It would be beneficial to have students sit in small groups for collaborative activities like revising centers or conferences to limit the amount of time needed to transition around the classroom. Students should also have access to computers and an accessible classroom library to support them during their writing journey.
I was never really sure of the best way to teach the editing process. On page 13, Tompkins (2019) discusses proofreaders’ marks and the editing checklists. The checklist can also be revised as students learn new editing skills. I think this would be a wonderful way to organize and focus a students’ attention on any possible errors. The editing process can also be used as a way to teach students about what it means to be a responsible author since they will be heading to the publishing stage where they will want to share their best work.
Before learning about the writing workshop components, I was a little confused on what to teach during the mini-lesson portion. On page 29, Tompkins (2019) lays out a step-to-step process including: introducing a topic, providing examples with supporting information, supervised practice and ending with assessing the learning. “Worksheets are rarely used; instead, students apply the lesson to their own writing (p. 28). This quote provided me with the insight that mini-lessons should be used as a way to enhance students individual writing weaknesses or areas for improvement instead of teaching them strategies that cannot be applied to their own writing experiences.
References
Tompkins, G. E. (2019). Teaching writing: Balancing process and product (7th ed.). Upper
Saddle River, NJ: Merrill.
Bogard, J.M. & McMackin, M.C. (2012). Combining traditional and new literacies in a 21st-century
writing workshop. The Reading Teacher, 65(5), 313-323. DOI:10.1002/trtr.0148
Denise, this was a really great first entry. What was most intriguing was the reflections you offered in the last two paragraphs. Having the opportunity to use these entries to think about what has confused you in the past and what new insights you gain is exactly how you want to focus your thinking.
ReplyDeleteIn terms of the format for your entry, I would like to ask that you increase the font size at least 1 or 2 sizes. Also, can you check to make sure you are using a template that allows for the most space for your written work?
I look forward to reading your next entry.