Soft classical music and feverishly scribbling pencils fill a classroom. Students are deeply involved in drafting, conferencing, editing, or publishing writing with wide eyes, smiling faces, furrowed brows, and perplexed expressions. The classroom population consists of a multitude of academic levels and language skills. How can such a diverse group of learners become so engaged in meaningful writing experiences?

A writer’s workshop program must provide a safe haven for even the most reluctant writer to take risks, make mistakes, and try new things. It can be adapted from early elementary to high school levels. Early writers need more structure and routine. Middle and high school writers need to quench their intellectual curiosity. Regardless of age, students need to make connections with writing in a noncompetitive setting.

A successful writer’s workshop program includes: the writer’s notebook, mini-lessons, modeled writing, genre studies, partner and teacher conferencing, and publishing parties.

The writer’s notebook: choice and content

The major goal in writer’s workshop is to encourage students to say more and sustain their work longer. To do this, teachers need to give more time for writing. Brainstorm a long list of possible topics.

In writer’s workshop, the “homework” is the writer’s notebook. Students use their notebooks to collect ideas, stories, and thoughts about their world. It is a “possibility place” to help students “rehearse” for writing. The content needn’t be detailed and the spelling needn’t be perfect. Students write about things that interest them. Students are often told: “How do you get better as a reader? By reading.” Thus, how do students get better as writers? By writing.

Daily, students share their writing with a partner, small group, or whole class (especially if they’ve tried something new). This brief check allows the teacher an opportunity to choose upcoming teaching points and encourage students to take risks in their writing. When students talk about their writing, it almost always moves their writing forward.

Mini-Lessons

There are several types of mini-lessons. The concepts can easily be applied to students of all ages. Procedural lessons teach students the structure and routines of writer’s workshop. Strategy lessons involve ways to “do things” in writing (Does my writing make sense? Who is my audience?). Technique lessons help students refine the craft and content of their writing. Questioning lessons teach students how to anticipate questions the audience may have. Relationship lessons teach them ways to connect various passages from their writing. Conventions lessons practice the proper use of grammar, spelling, and punctuation.

Modeled writing

It is a very powerful message if teachers also write in their free time. Personal pieces of writing can demonstrate various concepts in the writer’s workshop. Student writing can also serve as great models for peers. Similarly, middle and high school students could hear from local writers, visiting the school or classroom to talk about their craft.

Genre studies

To mold a well-rounded writer, it is crucial to expose students to a variety of writing styles such as narrative, poetry, expository, biography, author studies, friendly letter, and persuasive writing, to name a few.

Partner work/ group work/ editing/ conferencing

Students need to reread, edit, and rework their writing. With a little training and a safe working environment, peers can be great resources for improving each other’s writing. They are trained to listen attentively to their partner, share a positive comment, and ask a few clarifying questions. The teacher’s first job is to be a listener and understand the writer.

Publishing parties

The publishing phase is the final destination for a piece of writing. It is making the work available to the “public.” Every month, invite parents, colleagues, and community members to an afternoon publishing party. At the party, each author reads his/her prized piece of writing. The writing can also appear on an overhead or document camera. After each author reads, the audience writes a positive comment about the writing. Students collect their comment cards and take them home (they LOVE reading them!).

How to start this in YOUR classroom:

1. Give each student a writer’s notebook and allow them opportunities to write for pleasure (in class and out of class).
2. Observe their writing behaviors and the content of their writing.
3. Decide the needs of your class.
4. Plan a few mini lessons.
5. Every few weeks, spend time teaching conventions and partner editing.
6. Choose a piece for publishing.
7. Invite families to see the authors read.

Allow students to see the joy of writing and self-expression. Their love for writing and willingness to try new possibilities will be the greatest reward.

Here are some fantastic web sites to support a classroom writer’s workshop:

1. webenglishteacher.com
2. write101.com
3. timesaversforteachers.com
4. dreamquestone.com (writing contests for students)
5. internetwritingworkshop.org

Heather Rivera is a second grade teacher in San Jose, California. She has a master’s degree in Education and has facilitated a writer’s workshop in her classroom for 8 years.

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