Writing Workshop (one variation)

Key Components
Involves choice of topic Peer editing / critiquing is vital A common guideline or rubric for discussing / scoring work After students have done lots of writers notebook writing, and have turned in a few polished pieces, they will take one polished piece to workshop. Every nine weeks is a good time for this. All students turn in their best piece, or it might be a piece they like a lot and want to make better. TYPED Do not put names on the pieces--important to remain anonymous. Teacher makes copies of the whole packet and gives to the students. This is like a book for them for the next week -week 1/2. Come to class prepared to discuss 3-4 pieces a day. Students must write comments, critique, score the papers before class starts. Even the writer. During workshop, the piece is read aloud. The writer may not speak , but once discussion is over they are given the option if they WANT to say who they are and ask questions /make comments. The teacher speaks as little as possible but will often point out one example of something done very well in a piece and something that is a common error and how to correct. After each discussion everyone turns in their piece and the teacher scores them based on their comments. 2-3 points each. Once scored and checked (make sure no inappropriate comments) return all copies to the writer. The writer has ___ days to turn in a revision. TIME SAVER- you might want to divide the class. First 9 weeks half the class brings a piece to workshop. 2nd 9 weeks the second half brings the piece. This will also help with those needing extra help and with shyness.

Why this is so effective:

Kids want to hear what other kids have to say and they want people to hear them. Even the kids who dont want to at first, eventually do, once they see the safety. They learn more about their own specific strengths and weaknesses because you spend 15-20 minutes sharing about their piece. As they see this process, they step up the writing, wanting theirs to be the best in front of peers. As a teacher, you spend the week with a common text that often has common errors and reinforces the skills as the students become the teachers. Saves teacher A LOT of time.

Grading sheet for workshop comments. Collect at the end of each day and give students 5 pts for their comments. Student Piece #1 Piece #2 Piece #3 Piece #4 Piece #5 Piece #6 Piece #7 Piece #8 Piece #9 Piece #10 Total 50 pts

Workshop Rules and Hints

Workshop is about more than just writing. It is almost equally about careful reading and effective communication. Writing is personal, even if the content isnt, and people react differently to critiques of their work. Please remember that. This does not mean that we tread so lightly that we do not address the issues in the writing. Follow these basic guidelines and rules and this will be an exceptional learning opportunity for everyone. You will all grow as readers, writers, and communicators. Rules 1. Come to class prepared. Read the piece once and write comments at the end as your first reaction. Read again and look for more specifics about strengths and weaknesses. Write comments on text. You will receive a grade based on your comments. 2. Participate. Come to workshop with a positive attitude and speak up as we discuss the papers. One student during each workshop will be called on to be facilitator, to keep the conversations going, to try to get comments from a majority of the class and not just a few. The teacher will be mostly an observer. 3. Do not say I liked it, or I didnt like it. You must ALWAYS be able to tell us what you liked about it or what didnt work for you, specifically. 4. Make appropriate suggestions for revisions using the questions and comments below to help formulate your comments. 5. Writer must remain anonymous. Even if you know who it is, and many will, do not make it obvious. The writer is not allowed to speak during the workshop but should take notes. At the end they are given the option to say who they are and ask questions or make comments. Here are some questions to work through to help you critique the papers we read. You are certainly not expected to answer all these, but if you dont know what to say or where to start, these might help. Try to be able to answer at least 4-5 in class. Also, use the rubric provided by your teacher for more specific language/scoring if required. 1. 2. 3. 4. 5. What is the writers message / point? Does the writer stick to the message / point? If not, where do they stray? Is this an idea that is fresh/new? Or said in a fresh / new way? Does it start in the right place? Is there another place it could start that would be more effective? Do the sentences vary in structure and length? Or do they all start with the same pattern and have about the same amount of words per sentence? 6. If it is narrative, is there a conflict? Somebody Wanted But So 7. Are there any places where you are left with questions? 7. Look at the verbs and nouns throughout. Strong? Weak? 8. Are paragraphs indented and is dialogue written correctly? Does dialogue sound authentic? 9. Where are there examples of figurative language? 10. Could you imagine reading this as a published piece somewhere? If so, what market? 11. Are the first and last lines some of the best lines in the piece? 12. Is every word necessary? Are there places of redundancy that can be removed? 13. Where are places of imagery? 14. What is the best line in the piece? Why? What makes it so? 15. Is it logically organized? Are some places explaining too much and other places not enough? Are some points out of place? Are flashbacks / timelines confusing? 16. Describe the voice in this piece. 17. Has this paper been proofed and edited? 18. If a narrative, are the characters complex? Do they somehow change? Are they stereotypes? 19. Are there places where they could SHOW instead of TELL? 20. What is something that stuck with you after you read it?