A Writing workshop is a teaching strategy that many English teachers are integrating into their classrooms. “Writing workshop creates an environment where students can acquire [skills in spelling, rereading, and using supporting examples], along with fluency, confidence, and desire to see themselves as writers,” (Writing Workshop 1).

Writing workshops are often broken down into minilessons, where a teacher models or explains a new technique or mentor text for students, followed by 35-45 minutes of writing time where students can work individually or in groups. Students finish the session by sharing their writing with their peers. Share time gives students a chance to give and receive feedback on their and other’s writing. It is also an opportunity for teachers to choose specific student work to model positive use of skills (Writing Workshop 10-13).

Choice is an important part of writing workshop. “If Students are given the choice in what they write about, they will be more engaged, more productive, and more vested in the end product,” (Morgan 34). Writing workshops are structured to teach students individual skills while still giving them choice in the content of their pieces.

“If Students are given the choice in what they write about, they will be more engaged, more productive, and more vested in the end product.”

-Bruce Morgan, Writing through the Tween Years

Assessment in writing workshops is generally portfolio and conference based. Teachers have conferences with individual students to speak about their writing and help them to complete individual pieces. Teachers need to be subtle and understanding with boys during conferences, “They feel judged for what they choose to write about (topic), how they write about it (with wild action, slang, zany humor), and how the writing looks on the page (penmanship),” (Boy Writers 91).

Writing workshops differ from more traditional classrooms because of their focus on individual writing interests and a socially driven model. Traditional writing classes are often prompt driven, and writing is read and graded solely by teachers.

Sources:

Fletcher, Ralph J. Boy Writers: Reclaiming Their Voices. Portland, Me.: Stenhouse, 2006. Print.

Fletcher, Ralph J., and JoAnn Portalupi. Writing Workshop: the Essential Guide. Ports- mouth, NH: Heinemann, 2001. Print.

Morgan, Bruce, and Deb Odom. Writing through the Tween Years: Supporting Writers, Grades 3-6. Portland, Me.: Stenhouse, 2005. Print.