Do you want to improve your students’ writing? Well, don’t teach grammar! I’m serious. Teaching grammar doesn’t improve student writing. I will never forget the year when I devoted an unreasonable amount of time to teaching grammar in the hopes that students would stop making all those careless mistakes in their writing. It didn’t work.

Recently, I discovered that decades of research have proven what I discovered through experience. The National Commission on Writing quoted the research below in this important report on teaching writing: The Neglected “R”: The Need for a Writing Revolution.

The research shows:

• “Experiments over the last 50 years have shown negligible improvements in the quality of student writing as a result of grammar instruction.” (Becoming a Nation of Readers, National Institute of Education, 1985.)

• “Decades of research (Elly, 1979, Hillocks, 1986, Freedman, 1993, Freedman and Daiute, 2001) have shown that instructional strategies such as isolated skill drills fail to improve student writing.”

But before you throw out all those fabulous grammar books, please let me explain why it doesn’t work and then how to make it work.

Three Reasons Why Isolated Grammar Skill Drills Don’t Improve Student Writing

• First, the information doesn’t stick because students simply figure out “the trick” and then fill in all the rest of the answers using the same trick.

• Also, students are not motivated to remember all that grammar if they are not writing authentically in the content areas.

• Finally, isolated grammar skill drills fail to bring about writing success because the grammar books (by their very nature) fail to connect the dots to students’ authentic writing across the curriculum. (Hence the name “isolated skill drills.”)

The research shows that grammar instruction is MUCH MORE effective when taught within the context of authentic student writing. At the very least, the dots must be connected between the isolated skill drill and students’ authentic writing. This is where Writer’s Workshop enters the picture.

Writer’s Workshop is the Correct Way to Teach Writing… Only it Doesn’t Work Either

Wait… I meant to say it doesn’t work for many teachers. I personally use many parts of Writer’s Workshop; however, there are also many parts of Writer’s Workshop which I do not use.

Writer’s Workshop in its purest sense involves too much risk. There is a great risk that students will not make great progress. Struggling students (which includes a majority of students in the inner-cities) cannot afford that risk. The reason Writer’s Workshop is so risky is because the direct and explicit writing instruction is minimal. In fact, the main lesson in Writer’s Workshop is called a “mini-lesson.”

My experience has been that many, many students need more than mini-lessons. They need direct and explicit instruction. And then they need to practice that direct and explicit instruction in authentic writing. The truth is many adults also respond best to direct and explicit instruction. In fact, I recently wrote something for adults where I did not want to lay it out clearly for them. I wanted the events that took place to speak for themselves. I wanted the adults to figure out what it all meant. I did not connect the dots. I did not tell them what they were supposed to learn from the piece of writing… Guess what? No one got it. So, let me repeat, many students need direct and explicit instruction in order to learn what you want them to learn.

An important truth about Writer’s Workshop is that the teachers who get great results with Writer’s Workshop would likely get great results no matter how they taught writing. Put simply, they just get it… and they know how to communicate that to children. Additionally, they invest a lot of time in teaching writing. It’s their passion.

But before we dismiss the importance of Writer’s Workshop, it should be pointed out that Writer’s Workshop has two very important strengths. In fact, these two strengths are at the polar opposites of researchers’ conclusions about why isolated grammar skills instruction do not improve student writing.

The Two Strengths of Writer’s Workshop

1. Students spend the majority of writing time actually writing. The time is not spent with students listening to the teacher talk and then quickly practicing a drill.

2. The majority of all grammar and writing skills are taught within the context of students’ own authentic writing.

Spiraling Writing Curriculum Doesn’t Work Either

Spiraling writing curriculum is quite similar to what the researchers call “isolated skill drills.” In short, students spend time learning “information about writing” and then quickly practice what they learned through silly and disconnected writing prompts. Spiraling writing curriculum spends too much time giving information and not enough time having students write authentically across the curriculum.

Writing is a skill and learning information does not create a skill. Learning information creates knowledge. It’s the application of that knowledge that creates skill. However, before you throw out all those fabulous spiraling writing lessons, please let me explain why they don’t work and then how to make them work.

The Problem with Grammar Instruction and Spiraling Writing Curriculum is that the Lessons Only Take Students From Point A to Point B

In this illustration:

• A = The beginning of a writing or grammar lesson.

• B = The end of a writing or grammar lesson. (The lesson’s objective has been achieved.)

• I = Students are independent and competent writers. Students can write paragraphs and essays on demand. Students are able to organize their thoughts and communicate their knowledge competently.

• Z = Writing perfection. Z can never be reached; it can only be approached. After all, writing is an art and art is subjective.

The problem with most grammar and writing instruction is that the curriculum only takes students from point A to point B. It continually and repeatedly takes students from point A to point B. It uses “lessons” to do this; and after all, it is the purpose of a lesson to take students from point A to point B. The problem with this approach in teaching writing is that it is too much like the movie Groundhog Day. Each day starts fresh. Each day’s lesson is neither connected to the prior day’s lesson, nor to students’ authentic writing.

Most writing teachers understand this aspect of lessons and try dearly to connect it all together. As teachers, we know it is our job to take students from point A to point “I”, and then to get students as close to point Z as is humanly possible.

The reality of teaching writing is that it is the teachers who are the ones who must connect all these point A to point B lessons. Most teachers discover that the only way to connect all these lessons to meaningful writing is to have students writing authentically (and effectively) across the curriculum. This allows for many “teaching moments” which provide the needed opportunities for teachers to connect lessons to authentic writing.

Put simply, taking student from point A to point B repeatedly takes them nowhere. Most grammar programs and spiraling writing curriculum don’t understand this.

Point A to Point B Lessons Are the Reason: 

• Why we have so many struggling writers.

• Why so many students fail to become independent and competent on-demand writers.

• Why Writer’s Workshop is so often put forth as a solution (by Writer’s Workshop teachers). (Note: Writer’s Workshop teachers consider themselves to be the “Real Writing Teachers.”)

• Why decades of research have shown that grammar instruction and isolated skill drills fail to improve student writing. (Note: Spiraling writing curriculum that simply “gives information” should also be considered isolated skill drills.)

Now let’s look at solving this writing conundrum!

Creating Independent and Competent On-Demand Writers

Students must reach point “I” in order to achieve true educational success. They need to become independent and competent on-demand writers. This is what Pattern Based Writing does. It takes students from point A to point “I” (writing independence and writing competence). Pattern Based Writing is a self-contained system and methodology which starts with the end in mind.

I am aware of a growing number of schools that are using Pattern Based Writing across several grades. Why would a school choose to use the same writing program across several grades?

The reason is that these schools understand exactly what has been laid forth in this article. These schools understand that writing and grammar instruction must be closely connected to students’ own writing. In one sense, students must be independent and competent writers in order to teach them writing. These schools know that is that it is very difficult to teach writing to non-writers. These schools know that Pattern Based Writing creates independent and competent writers!

Pattern Based Writing is both a foundation and a framework. It becomes the criteria for what is expected. Now, I am quite sure that at the schools using Pattern Based Writing across multiple grades, that each successive year Pattern Based Writing plays more of a background role. It plays more of a background role because the organized, thoughtful writing which Pattern Based Writing teaches becomes internalized.

After Pattern Based Writing has been internalized, it’s easy for teachers to spiral in advanced writing skills and advanced grammar instruction while keeping the focus on students’ own authentic writing. This is what the research suggests works!

The point of all this is that there is no lack of writing and grammar lessons in the world. What has been lacking is the way to create a writing foundation:

• which can be built upon

• which lessons can be layered on top of and connected to

• which both teachers and students understand

• which makes everything involved in writing connected.

Pattern Based Writing does all of this!

Teaching writing is not that hard once students are independent and competent writers. You simply continue to layer on skills and keep the focus on students’ own authentic writing. It’s that easy!

So, how long does it take to create independent and competent writers using Pattern Based Writing?

Getting Results Fast!

With Pattern Based Writing, a middle school teacher can remediate struggling writers in 4-6 weeks and get the results she had only dreamed were possible. As well, an elementary school teacher can go page-by-page through the program and build a solid writing foundation that instills structure yet allows for creativity.

This is possible because the program is part book, part manual, and part lessons. It’s put together in a way where a person who has no knowledge of teaching writing can start on page one and get the results they need in the time they have.

This program has a goal in mind. I do encourage those who want to create independent and competent writers to give it a try. Warning: There is some repetition and students will need to write a lot in order to develop the writing fluency and writing skill that this program promises. “I get it!” is the goal.

Note: The National Commission on Teaching Writing recommends that the amount of time students spend writing needs to be doubled! So, the little warning above is really just sound advice.

Achieving Writing Independence and Competence in Elementary School

The California Grade 5 Writing Strategies Standard 1.0 is, “Students write clear, coherent, and focused essays.” Fifth grade is the first year the term “essay” is used. This subtle switch to using the term “essay” communicates a profound shift in writing expectations.

One should also be aware of what is possible in third and fourth grade. The state of Oregon has released anchor papers from their standardized testing. You can find them here: Elementary Writing Samples, Middle School Writing Examples. Take a close look at all of the high-scoring third and fourth grade papers. They all have very nice multi-paragraph form. These students get it… and your students can to!

It is true that Pattern Based Writing is being used VERY effectively with struggling middle school writers. However, more and more teachers (and schools) are discovering that writing independence and competence can be achieved in elementary school. Pattern Based Writing: Quick & Easy Essay brings writing success!

Early in my teaching career I read a book that said to call an activity, “Our Time.” Since the name “Our Time” had nothing to do with the activity, I thought it was a pretty ridiculous (and manipulative) idea.

What I came to see was that even though “Our Time” had nothing to do with the activity, it did have everything to do with students understanding exactly what was expected of them during that time.

Over time, this rather absurd “Our Time” clarified for me that when you classify something and name it, it becomes a shortcut for understanding and communication. In teaching, it becomes a shortcut for students and a shortcut with students.

Explorations: A Shortcut for Exploring Writing and Exploring Learning

Explorations focuses on:

1. Real writing for a real purpose
2. Reflecting on what is being learned
3. The prewriting process 

“Explorations” clearly defines six types of writing. It gives a name to each and clear guidelines for each. In one sense it “compartmentalizes” these six types of writing inside of a single journal.

 These six types of writing have a lot in common.  The way I use “Explorations,” all six types of writing could be considered “prewriting.” They are not a finished product that gets “turned in for a grade.” However, they are all very important types of writing. In fact, they are the types of writing that most people are most likely to do EVERY DAY.

The Explorations Journal, or Explorations, is a shortcut for much that I want to achieve both in teaching the writing process and in teaching the learning process.

Finding Maximum Writing Opportunities Every Day

The research says to give students LOTS of writing opportunities every day.  “Explorations” is a journal that fits A LOT into a tiny package.

Explorations: The Six Types of Writing to Explore

1. Quick Writes – Quick reflections on what students have learned or are going to learn. They are directly connected to what is being studied and the curriculum. They last anywhere from 2 minutes to 7 minutes. I may pose a prompt or I may leave it completely open ended. This is one way to check for understanding and to make sure students are following along. It should provide great insights for students about what they have learned. The teacher needs to “help make students aware of their own insights” and promote them.

2. Journal Entry – More thoughtful/reflective than a Quick Write. The word “journal” comes from the word “journey,” so in one sense it’s about each student exploring their own unique journey and their unique learning experiences. Journal entries take anywhere from 5 to 15 minutes. If we have the time I may have students do a quick brainstorm. (After “Pattern Based Writing: Quick and Easy Essay” students are experts at brainstorms, both brainstorming for details and focusing on the bigger picture with the Main Idea List (MIL.)

Here are a few times I may choose journaling as the best strategy: completing a chapter or unit, exploring a sticking point in math, reflecting on a field trip or an assembly, progress reports, vacations, the weekend. Quick Writes are more about the information and journals are more about the experience. 

3. Brainstorms – As mentioned, my students are experts at brainstorming both at the detail level and at the main idea/big picture level.

Here are some times we might brainstorm: Before a discussion, making a class decision, getting a few ideas flowing before reading, before discussing what is expected.

4. Note Taking – Note taking is a lot like brainstorming, or I should say that it’s easy for students to make the jump from brainstorming to note taking. The way brainstorming is taught in “Pattern Based Writing: Quick and Easy Essay” has students easily able to brainstorm for details, as well as brainstorm for main ideas. We take these skill and transfer them to what the students are reading. For this kind of “note taking” I do not have children write in complete sentences. (All this is covered in, “Pattern Based Writing: Quick and Easy Essay.”)

Here are some times we might do note-taking: If we watch a video, a student is giving a presentation, before discussing what was important in a chapter. Note taking largely focuses on vocabulary words, shocking facts, main ideas, and “ohh, that will be on the test.”

5. Free writes – I use free writing as a gateway to creativity and language play. Sounds, rhythm poetry. Unconscious stream of thought, with a little “intent” thrown in. The intent is, “sounds, rhythm, and poetry.”

Doing one of these from time to time is better than the traditional ways to prevent “writer’s block.” The free writes seem a little bit like preventative medicine.

Here is an example of a 3 minute free write: (Remember, it’s unconscious stream of thought writing…)

String, strung. How the thin little thread creates a web of tricky little treats. String for kites and boats, but not for thread. I use it in my teeth, and in the sheets on the bed, but when I tie a string around my finger it reminds me of… string, the string reminds me that I need even more string. String is strung around the flagpole at dawn. It is also strung from the spiders two front claws. Sting, strung, string, strung. Guess what? It’s spring!

I see many amazing free writes. Often strange, but it’s writing people can’t do when they try, especially when they do try. However, the goal here is not the results. (I personally find them to be amazing, but I don’t know that everyone would see eye-to-eye with me on that.)

The point is, and the goal is, that they open up the door for so much risk-taking and creativity in student writing. If you teach the kids how to do it without complete silliness, it’s fun for both teachers and students. (It’s not something I am going to spend hours on, but 3 minutes every once in a while… good use of time.)

6. Lists – Sometimes lists are the best ways to get great ideas fast. Ex. We are going to an assembly. “Your ticket is showing me five behaviors I will see, and five behaviors I won’t see. Use complete sentences with correct spelling and punctuation.” 

Lists are also a nice way to get great ideas without seeing a lot of grammar and spelling “rule breaking.” If I’m teaching important new concepts, I don’t want to see a bunch of rules being broken that will take the teaching and the learning in the wrong direction. A list keeps it simple!

General Guidelines for Explorations:

I refer to the journal as “Explorations.” I don’t emphasize that Explorations is a “journal.” The word journal has a specific meaning to many people.

Three Definitions of Journal:

• A notebook for reflecting on, exploring, and examining one topic in order to progress and breakthrough.
• A diary to reflect on life.
• A diary to record life.

Explorations purpose is different than these three journal descriptions. Explorations is strongly connected to prewriting. Prewriting to me is about exploring… and then getting organized. Explorations (obviously) deals with the exploring part of prewriting. We can then use Explorations to create “brainstorms and Main Idea Lists (MIL)” as taught in the “Pattern Based Writing: Quick and Easy Essay” writing program.

This leads to fantastic essays that students write quickly and easily!  Click here “Teaching Essay Writing Strategies” to discover how!

More General Guidelines:

• I give students a short amount of time (2-12 minutes) for most of the writing in Explorations.  Although I do not give a lot of time, I do expect neat, thoughtful work. This is not “sloppy copy.” (I do not teach students to purposely try to do poor work.) Explorations (and prewriting) is more about writing without judging than about writing fast. If you don’t judge your thoughts as you write, it flows more easily.

• I make sure students know which of the six types of writing they will be doing. Purpose and intention guide their writing. (I use printed descriptions and checklists to both teach and review the six types of writing and my expectations.)

• I never skip a day. Skipping even one day is the beginning of “abandoned journal syndrome.” As busy as we are, I can always find 2 minutes EVERY SINGLE DAY to reflect or brainstorm. Usually I can find several opportunities each day. We keep Explorations close at hand!

• No skipped lines or empty spaces. If the previous entry covers more than half the page, skip to the next page. If there is more than half a page empty, draw a line under the ending of the previous entry and start on the next line.

Sharing and Grading

Be sure to read “How to Use Journals in the Elementary and Middle School Classroom.” There are many great ways to handle the sharing and grading of journals.

I have a lot of different systems for sharing writing. I try to have most everything students write read by at least one other person. That’s the goal. (I will need to do another post on all the ways I have students share their writing!)

I also have a lot of different systems for grading, including rubrics and checklists.

I do collect Explorations every week and read/scan them over. I write a few comments at the very end, and possibly along the way. (Studies have shown that students pay most attention to the comments at the end.)

I pay attention to:

• Neatness
• Completeness
• Ideas and thoughtfulness
• Spelling and grammar
• Appropriate style and format
• Used time wisely

Structure in Journals

There came a point in my career where I was frustrated with journals. I worked hard to teach students to write correctly, and journals seemed to send a mixed message. In journals students would write “sloppy copy.” I don’t have that problem anymore. I spend 1-2 months getting students to write fantastic essays, and then everything in Explorations just makes sense to them.

There is no such thing as “sloppy copy” when you understand the writing process and take pride in your work! Click here to check out the essay writing program for kids.

The main issue with journals is “time.” Is it worth the time? There are so few hours for all we need to accomplish, are journals a good use of time?

Truth is, teachers need to use precious classroom time wisely. I’m going to give you a lot to think about in order to make sure you create a fantastic journaling system for your classroom. Journal usage can be VERY different from grade to grade, and from teacher to teacher. There is no “right way” to use a journal, but there are a few “wrong ways” to use them.

In some upcoming posts I am going to outline a couple fantastic journals I have used over the years. However, even if you decide one of them is the greatest system ever, you will still need to make a lot of the hard decision on how you will be implementing it. You know your students, and you know yourself. Make your decisions based on what you are likely to follow through on.

If you are looking to teach your students to write, and you are feeling a little lost, please go to the homepage and check out the “Pattern Based Writing: Quick and Easy Essay” writing program. I guarantee if you teach grades 2-6, or remedial writing in middle school, it will help you maximize any goals you hope to achieve with journals.

Journals – First off, you can make them a good use of time. In fact, you can make them a fabulous use of time, but you have to develop a strategic plan as to:

1. What your expectations are.
2. How it fits in within the curriculum.
3. How you will implement it.

Harmful Unmonitored Journals in the Classroom

Unmonitored journals can do harm. Kids see them as busy work. Since no one cares, they will practice “sloppy, sloppy copy.” Unmonitored journals can send a mixed message as to what is important about good writing. Unmonitored journals can erase a lot of hard work that went into getting students to write correctly in the first place. Practice makes perfect, and if students spend too much time practicing writing incorrectly, they will get perfect at it. (On the other hand, for very reluctant writers, any writing is better than no writing…)

(One last note, many kids always do their best. They take great pride in their work, and as such, any journal, even an unmonitored journal can have great benefit for these kids.)

Issues Surrounding Journals and Questions for You To Answer

When it comes to using journals in the classroom, think before you act. I have seen, and participated in more abandoned journals than I can count. You can read all about “Abandoned Journals in the Elementary and Middle School Classroom” here.

Before you hand out a journal, think about the following list of considerations. Take out a piece of paper and make a plan. You will be thrilled you did! 

1. Grade / Don’t grade / How to grade
2. Share / How to share / With whom to share
3. Time / Results / Writing goals / Grade level writing standards
4. Prompted writing / Unprompted writing
5. Quick writes / Journal entries / Free writes
6. When to journal / Why journal
7. How will you interact with the journals?
8. What kind of journal? What’s the purpose of the journal? How many journals are you going to use? (There are lots of different kinds of “journals” and lots of different ways to use them! I will be posting a few different journal models I have used, so be sure to check back.)
9. Is it timed writing? Does everyone get to finish every journal entry? Does everyone have to finish every journal entry?
10. How do you handle multi-paragraph writing in the journal?
11. How do you handle spelling and grammar issues?
12. Where does journaling fit in with the “writing process?”
13. Privacy and sharing. How “personal” do you want your students to get? Do you want them to write in such a personal manner that they are then embarrassed to share it with the entire class? Kids will get very personal in journals. At times it can boarder on the catch-phrase, “Uhh, that’s a little bit too much information.”
14. How do you communicate your expectations? Checklists? Rubrics? Where are the checklists and rubrics located? On a poster? In their journal? Copies passed out?
15. Will you have students decorate and personalize their journal? How?
16. Grade level and language fluency determines a lot about how you want to use journals. Align the journal with state writing standards.
17. Will you evaluate each journal entry thoroughly, quickly comment on all, or comment after a certain amount of time has passed?
18. Multi-purpose journal or single purpose journal? Will you have one type of writing in the journal or many different types of writing in the journal?
19. Is the journal’s main goal “improving and exploring writing” or “reflecting on learning?”
20. How often will students write in the journal? Daily? Couple times a week? Couple times a day?
21. Do you schedule a different type of entry on different days of the week?
22. What do you do while they write? Do you also write?
23. Is this connected to any other writing curriculum? Is it connected to all of your curriculum?
24. How much of your intent is to provide a fun safe place to explore writing? This will greatly affect how you structure the journal writing.
25. How do you wrap up the journal writing session? Do you give advanced notice to “wrap it up” or do you require a certain amount of writing?
26. Do they write in it after they finish their work? Is it part of their homework?
27. Do you treat journal writing just like a regular classroom assignment? Is the only difference that the writing just happens to be in a “journal?” Do all your regular classroom writing rules apply?

Here is a quick rundown of some reasons teachers love journals, and some reason teachers don’t use journals.

PROS OF JOURNALS:

• You get to know your students. It’s good relationship building and community building.
• Safe place to write. This is especially important for beginning writers, reluctant writers, remedial writers, and ESL students.
• Helps support “maximum writing opportunities.” 
• Can use as homework.
• When students come into the classroom it gets them focused on work.
• Helps build a “community of writers.”
• Helps create fluent writers.

CONS OF JOURNALS:

• Takes time. (When combined with silent reading, that’s a pretty big chunk of time without “instruction.”)
• If you let students write whatever they want, however they want, you are unlikely to achieve your goals.
• How thoroughly will you read them? Could your time be better spent doing something else?

Be sure to read the upcoming:

• Explorations: The Ultimate Journal
• The Goals Journal for Kids

“A paragraph is a group of sentences about one main idea or topic. A paragraph usually contains between 5-8 sentences about that one main idea or topic. All of your sentences in the paragraph must be about that one main idea or topic. These supporting detail sentences are supporting the author’s main idea. The main idea is what is most important in that paragraph. It is what the author truly wants you to understand.”

Explain, demonstrate, and practice… It would take me a long time to get the kinds of results I wanted for my students, and the longer the writing assignment, the more the rules would fly out the window…

“Listen kids, when you want to write about a new main idea, you must start a new paragraph. Does this make sense?” They would all gleefully cheer, “Yes!”

They would try to show me how well they understood by writing an entire page and a half about ONE MAIN IDEA. That’s how well they understood…

“Okay kids, let me explain a paragraph one more time. You see… a paragraph can give information about one main idea, it can explain one topic or you can give your opinion about the main idea or topic. Be sure to put the sentences in an order that will make sense to your reader. You want it to be a logical and natural sounding order. Does this make sense?”

I would be quite enthusiastic when the class would greet me with a resounding, “Yes, Mr. Barger! We get it! Can we start writing now?! Can we show you how well we understand?”

Now the students were able to produce TWO PAGES that contained TWO PARAGRAPHS!

“Listen kids… I want you to choose a topic sentence and I want you to think about that topic sentence… and choose JUST three details that support that main idea. These are supporting details and they support the main idea or topic sentence. Your topic sentence is a kind of general statement about the topic and the supporting details are more specific. Does this make sense?”

I think you know the answer… Luckily I am very patient.

“Listen kids… a topic sentence can be anywhere in the paragraph, but most often the topic sentence is the FIRST SENTENCE in a paragraph. It’s true that sometimes the topic sentence is in the middle of a paragraph and sometimes it is at the end of a paragraph, but USUALLY it is the first sentence in a paragraph. Let’s keep it simple.”

The children would be very excited that I wanted to keep things simple.

“Children, I want you to put your topic sentence first and I want you to follow that topic sentence with 3- 5 supporting details and then I want you to write a conclusion sentence. For now, your conclusion sentence can either sum up what the entire paragraph was about, or it can repeat the topic sentence in a new and creative way. How does this sound? Does all this make sense? Oh… and we have state testing coming up, and I want you all to really concentrate on great paragraphs, because they are really important on this state testing that we are going to be doing. Okay…?…? Okay??”

Students would assure me they understood. In fact, they could repeat back every single word I had said! It was almost impressive…

However, students would continue to struggle with paragraphs. Basically, a run on sentence is the easiest way to see that children don’t understand what a paragraph is. If a sentence goes on and on, they don’t understand what a paragraph is…

Often the source of the difficulty is something like, “What’s a topic?”

“Pattern Based Writing: Quick and Easy Essay” takes children from simple sentences to complete essays FAST and with AMAZING comprehension! It just makes sense to them…

Daily Oral Language was so hot for so long… but it has fallen on some hard times. It’s still popular but it seems there is quite a backlash against it. It hasn’t really panned out according to “the research.” That being said many, many teachers simply love it. You’ll find out why.

I’ve personally always liked it. Why? Because it’s fun! Read on to find out how to make it more than just fun and MAXIMIZE your D.O.L. time. 

If you are really serious about creating “a class of writers,” be sure to find out about the “Pattern Based Writing: Quick and Easy Essay” writing program on the homepage.

Why Daily Oral Language is Fun – Have you ever seen someone beautifully dressed… and what did you notice? The tiny stain on their shirt! Psychologically we are wired to like to “find what is wrong.” It’s fun for us. It’s fun now… but “back on the savannah” this ability served a real purpose. It was life and death. If you couldn’t figure out what was wrong with a situation… you didn’t last long. I’ve heard some people say that Daily Oral Language is boring. For higher grade levels it could be. There are Daily Oral Language programs up through at least Grade 12. I could see it get a little boring… day after day… year after year… My students have always thought it’s fun. Me too!

Research Pro Daily Oral Language - Regular skills practice improves skill retention and delivers the message to students that the skills that they are developing are important. Allowing students to build understanding over time with continuous review has proven to be an effective way to maintain skills and an understanding of critical concepts. Content delivered incrementally promotes continuous learning and understanding thus building and maintaining knowledge. (Baratta-Lorton, 1994).

Research Con Daily Oral Language - Teaching conventions in isolation is ineffective at best, because students need opportunities to apply their knowledge of conventions to their writing. Even daily oral language activities are a waste of time for students without procedural knowledge of how and when to use conventions in writing. Consequently, the most effective way to teach conventions is to integrate instruction directly into the writing process. (Kathleen Cali, Learn NC)

Can we agree with both? Because I do!

The Mathematics of Time - Does it work or doesn’t it work is always a mathematical equation involving time. If you’re spending an hour on Daily Oral Language, it is probably not a good use of time. If you get it done and discussed FAST … you are probably getting a lot of bang for your buck. You want to make sure that you get your implementation system down to a science. Daily Oral Language is intended to be a quick daily review… 5, 10, 15… 20 minutes max.

The Perfectionist Time Trap and Solutions – Perfectionists are going to want to give direct instruction on every concept covered. If you give a lot of direct instruction on every concept covered, it’s going to take a lot of time. This is the wrong way to use Daily Oral Language. There are other, better direct instruction ways to teach grammar skills. Avoid this perfectionist time trap! (If you are falling into this time trap keep reading because I offer lots of solutions.)

Grammar Instruction or Proofreading Practice – A common criticism of Daily Oral Language is that it really only teaches proofreading while what it is supposed to be doing is reviewing and teaching grammar skills. This analysis is quite valid, however not exactly true. Lots of teachers and lots of students have been thrilled with the results they have gotten. It fits into their day just perfect and they know how to get the most out of it. The better a teacher understands ALL the grammar rules… the more they can get out of Daily Oral Language. The better a teacher is at teaching grammar off of the top of their head… the more teaching moments they will be able to find and maximize.

How Can You Review Skills that Students Haven’t Learned?  – Another common criticism of Daily Oral Language is that the exercises contain too many skills that students have not yet learned. This leads to too much time being spent on direct instruction for which there are better resources other than a teacher’s sheer brilliance and sweat. Here are three solutions.

•  Solution 1: You pre-teach weeks ahead. Know what coming up and make sure you have given direct instruction on important concepts. You probably won’t be able to get to all of them… but you can greatly increase the effectiveness and reduce frustration this way. (It would be great if there were a daily oral language grammar direct instruction program that quickly pre-taught the daily oral language skills a few weeks ahead. Spiraling is a MAJOR key to both learning and teaching!)
• Solution 2: You pre-teach right before you do the Daily Oral Language. There is not much point in doing an exercise for which a large majority will fail so why not pre-teach a rule or two. You can even bring some fun into it by making it a challenge. (Ex. Here are two grammar rules. Just one of them is in today’s assignment. See if you can figure out which one it is.) 
• Solution 3: You go down a grade. Lots of people do. The key to Daily Oral Language is that it is a fast review. If you can’t do it fast you shouldn’t be using Daily Oral Language. You are better off with a direct instruction grammar program that spirals the learning. Daily Oral Language has value if you can do it fast… so go down a grade. 

Bridging the Gap to What’s Important With Teachable Moments – There is a “game” aspect to Daily Oral Language and that’s what makes it fun. “Find the mistake” is a little different than “memorize this rule.” The teacher will need to bridge the gap to the state test and to real writing. Half of Daily Oral Language’s success is about having the opportunity to find lots of “teachable moments.”

Busy Work or Real Benefit – Teachers have a lot to do! As such, teachers often have a task that they like to get done while students do the Daily Oral Language. A real complement to Daily Oral Language is that teachers know their students will be ENGAGED enough so that they can get something done. The effect of this is that some teachers may use D.O.L. in a way that may be considered “busy work.” I don’t mean that exactly in a bad way, though. There are things that teachers need to get done… such as taking role… and you need a routine that has value and for which you know kids will be engaged in. My experience is that like most things, you get out… what you put into it. Are you prepared for the day’s D.O.L. lesson? Have you looked over the lesson and studied the errors? Will you be able to teach and maybe give an extension on each and every rule… or at least one? Do you pre-teach any rules? Even though the teacher is getting something done, they can still be fully prepared beforehand and maximize the benefits of Daily Oral Language.

Daily Oral Language in Elementary Vs. Middle School - There is a definitely a difference between elementary & middle school when it comes to Daily Oral Language. Most of the criticism I see is coming from middle school teachers. That makes sense. When you have an hour with students… and you spend 15 minutes on Daily Oral Language…. It is hard to justify the time. Furthermore, middle school students likely did Daily Oral Language in elementary school. They may see it as doing the exact same thing they did in elementary school… and they don’t like that. A key difference between elementary school D.O.L. and middle school D.O.L. is that elementary school teachers are with the same students all day. Elementary school teachers need to break up the day. There is an art to this. For elementary school teachers D.O.L. can easily serve its purpose and with time to spare!

It’s Too Easy for My Kids – Two simple solutions. One, move up to a higher grade level. Two, pick up the pace. D.O.L. is meant to be a quick review… so see how quick you can make it.  

Classroom Management – D.O.L. is a very good classroom management strategy. This is no secret. Teachers have the kids come in and get started on something that will engage them and get them settled down. I think this reason alone has played a huge part in D.O.L.’s popularity. In many student populations… it’s a great success and a great start just to get the kids to come in and get focused on learning. D.O.L. has the power to achieve this!

The Answers Vary – This may be more common with Daily Language Review (D.L.R.) and it may be more common at different grade levels. If you have 30 students with 15 different correct answers and a few more incorrect answers… and everyone wants to know if theirs is correct… this can be a problem. That can take a lot of time. Remember, D.L.R. is supposed to be a fast review. Your 5-10 minute lesson just turned into a 25-45 minutes lesson. Establish an understanding with your students that you will look at a few answers and then move on. They need to compare theirs with the correct answers.

State Testing – How frustrating is it when it’s test time and you have worked so hard, and you discover that there are areas that you neglected, skipped, or did not think were that important. D.O.L. is a good guard against this. D.O.L. simply brings… peace of mind. 

Built in Spiraling for ESL Students – A great thing about Daily Oral Language is that very few skills fall through the cracks. Not only does it spiral the concepts but it spirals them fast. Having learned a second language, all I can say is that when learning a second language you want to spiral, spiral, spiral… the learning that is. It is the only thing that keeps a person sane. Teachers can harness the power of the built in spiraling of D.O.L.!

Daily Oral Language Vs. Grammar Books Vs. Grammar Supplements – The purpose and intent for each one of these is different. Don’t confuse these different purposes and don’t try to make your D.O.L. time more than it is supposed to be. Each day you need to supplement your D.O.L. with a little direct instruction, but D.O.L. is not a direct instruction program.

Disconnected from Real Writing - This is a big, big con and this is why you want to make sure you don’t invest too much time in it. If “Daily Oral Language does not work”… this is the reason why. However, skilled teachers can bridge the gap, and gaps will need to be bridged. Children will not transfer the skills over the way teachers would like them to. 

Success Now Vs. Success Over Time – It’s incremental progress. You are not going to see mastery of any one skill anytime soon. If you are looking for overnight success it is not going to happen. You do need a little patience and faith.

Daily D.O.L. Vs. D.O.L. From Time to Time – Yes, I know it is called Daily Oral Language and I know the premise is based on the premise that reviewing skills consistently over time leads to success over time. However, even if you don’t use D.O.L. daily… it can still be one more tool in the tool belt. I know some teachers feel they get benefit doing it once a week. I know one teacher that uses a grammar program four times a week and on Friday they do a whole week’s worth of Daily Oral Language.  She calls it “D.O.L. Day.”

“Daily Review of Skills Theory” – Like a lot of “theories” people get too caught up in the “theory.” The “daily skills practice people” would have you practices a quick set of skills for every subject across the board. The “workshop” people would have you doing a “Writer’s Workshop” type workshop for every subject across the board. I’m one of those “balance, balance, balance, and the art of teaching” teachers. I can’t imagine that doing a “Daily Review of Skills” program for every single subject is a great use of time. 

Three Ways to Implement Daily Oral Language:

1. Teacher writes it on the front board. Students write it correctly on paper or in a journal. The class corrects it and discusses it as students come up to the board one by one adding proofreading marks and correcting errors.
2. Use an overhead projector, projector from the computer, or an ELMO Projector. All three of these technologies do allow the teacher to mark-up/correct the D.O.L. With some it’s easier than others. Don’t have students copy it from the source the wrong way first and then correct it. Have them write it out the correct way only.
3. Teacher makes copies and passes it out. Have it waiting on the students’ desks when they return from recess or hand it to them as they walk in. They add proofreading marks and write it out correctly.

A Good Recommendation for Parents Who Want to Help Their Children – From time to time parents ask you how they can help their child. D.O.L. is an excellent recommendation. For a parent, it’s the right amount of work and it sends all the right messages. In a way it’s neutral. Parents aren’t looking for their own child’s mistakes. Together they can correct someone else’s mistakes. Parents like it.

Practicing Errors – Some say it doesn’t work because it’s putting the focus on errors. Well, that same theory would say “don’t proofread because when you find the mistake you will be focusing on errors.”  On the other hand I strongly believe that in life one should focus on where one wants to go instead of what they want to avoid. “Billy, don’t step in that puddle.” What does Billy do? He steps in the puddle. I would never have students write anything the wrong way. If that’s what people are doing… STOP!

Builds Community - Here’s another psychological reason for D.O.L.’s success. They call it the “common enemy” or “us against them” mentality.  With D.O.L. teachers and students alike are all united together against “that silly mistake maker.” “Oh… can you believe THEY did that? WE would never do that! We’re better than that! We’ll fix it!”

Daily Oral Language (D.O.L.) Vs. Daily Language Review (D.L.R.) – There is a difference between these two programs. You will likely prefer one over the other. D.O.L. in particular seems to continue to come out with new programs and new versions, so be sure to check out samples from all the programs before you decide on one.

Authentic Daily Oral Language

Common sense lets us know that when you attach real meaning to something it has more value. When we have “a class of writers” why would we want to spend time with fake mistakes when we can grow from examining our own writing?

I know this is the direction I have been headed for many, many years… and it is the direction for which the research supports. Even still, I like to have a Daily Oral Language or Daily Language Review handy. Why? Because it’s fun, it can break up the day, and it can create community by focusing on THEIR mistakes and not ours!  

If you are really serious about creating “a class of writers,” check out the “Pattern Based Writing: Quick and Easy Essay” writing program.

Can you find the abandoned journal?

Elementary and middles school classrooms is where this habit begins, and with each new year, with each new journal, a commitment is made that this time will be different.

“Okay kids, the word journal comes from the word journey. We are going to take a journey into the world of writing and discovery. This new journal is where you will explore and discover the vast depths of knowledge found within the universe and within your mind… in fact, within the universe within your mind.

This journal will be a safe place where you will feel free to explore your thoughts and insights, as well as develop new thoughts, new ways of thinking, and new insights into your new thoughts.”

Two weeks later… tick-tock, tick-tock tick-tock. “Excuse me, teacher… I thought we were going to write in our journal.” “Billy, not now. We simply must… we have too much to do… we will get to that… someday…”

The lingering journal, abandoned, but not forgotten, a sad reminder to all that the teacher… may not know what they are doing.

Discovering the True Power of Journals

Worse yet, the teacher who has recently attended an in-service on writing instruction has come to see that journals are the solution to all the ills of her classroom.

• Students don’t like to write = Journals inspire children. They love to write in journals.
• Students need to reflect on their learning = Journals are a safe place to explore their understanding.
• Students are not engaged in their learning = Journals connect students to their own learning and learning style.
• Students are noisy and distracted = Get them writing in a journal. They like to do this. They will focus and engage in exploring their thoughts in writing.
• Students are troubled = Get them to connect with their thoughts and feelings in a journal.
• The reading writing connection = Read and then write in a journal. Sounds simple.
• ESL learners = Are you having luck with any other type of writing? Use a journal.
• Creative writing = Journals are made for inspired creative writing. They are a gateways and a safe haven for student creativity.
• Students need lots of daily opportunities to write = Have students write in lots of journals, daily.

Extreme Abandonment

The most extreme case of journal abandonment I have personally witnessed is four abandoned journals in a single desk.

“Oh, that’s not a journal. That’s a reading log. We reflect on our innermost thoughts about how we connect with our reading. Reading is so true to life, and we connect the written word with what we experience in the world and in life.”

Oh, I see. Hmm… well, it seems this “reading log” has been abandoned. Am I correct in saying that? “Oh yes, we wrote in it once… the first day… and then again two months later. A couple weeks later Billy asked the teacher if we were ever going to use it again and he ended up on the bench. No one has mentioned it since.”

Do you have any more of these “reading log” types of journals? “Oh yes. We have the Science Exploration Experiment, we have the Deep Thoughts journal, and we have the Deep Connections Connector journal.” “Have all of these been as successful as the “reading log?” “Some have been as successful, some less successful.”

Are all of them abandoned? “No. No. We’re going to get to them. They are going to take us on a journey… at least that’s what our teacher says…”

Abandoned journals in students’ desks are a sad reminder of something started and not finished. This sad reminder is something students interact with daily as they sort through their desks looking for that very important misplaced worksheet. “If only I didn’t have this collection of abandoned journals in my desk, I would have been able to keep track of that important worksheet!”

The Journal, Quick Writes, and Note Taking Connection

Tune in to the next few posts where we explore how to give students MASSIVE opportunities to write using journals, quick writes, and note taking.

I’ve found connecting and combining all three strategies into one journal:

1. Solves a lot of problems.
2. Greatly reduces the likelihood of abandonment. 
3. Improving usability and effectiveness.

Stay tuned in order to learn how! Also, be sure to check out the “Pattern Based Writing: Quick and Easy Essay” writing program on the homepage!

P.S. Kids, okay, it’s summer vacation. I want you to take this collection of abandoned journals and continue the journey without me. We began it… but I’m afraid I can’t continue it with you. I’m too… old and too tired to go on. Please, go on your journey… and remember me from time to time. Write a little passage remembering your former teacher… and traveler. Promise me… promise me you will continue the journey… all summer long.

“We promise! We promise!”

This is how these journals begin round two in the life of the abandoned journal. “The Abandoned Journal Part 2 – The Abandonment Continues: Abandoned in the Heat of the Summer, on a Hot, Hot Day for a Cool, Cool Popsicle and a Pool.”

The sequel to the sequel (Part 3,) to be continued… next year.

Deciding on and Giving the Assignment

Step 1: Spend time on the computer clearly outlining the assignment. You may want to include a rubric detailing how the report will be graded and detailing what is expected. Give detailed directions on how you expect students’ sources to be cited and exactly how you will determine what you consider to be plagiarism. Be sure to discuss exactly what the report must cover along with the formal style that you may expect. Give each student a printed copy of this.

Researching Main Ideas and Sub-Topics

Step 2: Have students find sources of information for their subject. (Library, internet, encyclopedias, textbooks)

Step 3: Students now quickly skim and scan their resources getting a quick overview of their entire subject. Students need to learn the information as they research the material. Writing the report in their own words is hard to do if they don’t understand the material. (Teach students how to avoid plagiarism while they are young. Learning the material as students research helps students write their report in their own words.)

Step 4: Have students use a separate sheet of paper for each of their sources. At the top of each sheet of paper have students write the bibliography information for one source that they will be using.

Step 5: Students now skim and scan each source writing important big picture main ideas and main sub-topics which they feel they could build a report around. They should put a strong focus on headings, chapter titles, and table of contents. Have them write these ideas down in their own words by paraphrasing.

Outlining and Organizing

Step 6: Have students look over their sheets of paper that have all their big picture main ideas and sub-topics. Have them decide which main ideas and sub-topics they will want to build their report around. (Continue to urge students to learn the material.)

Step 7: Now students build a perfect puzzle of main ideas and sub-topics which will outline their report. In other words, they create an outline of what they want to focus on in their report. (It’s okay if they decide they need to change some of their main ideas and sub-topics as they continue to research their subject.) 

Researching for Facts

Step 8: Now students research and take notes. They can continue to use the same sheets of paper that they have their main ideas on, OR they can use an index card for each main idea or sub-topic. If you use an index card with the main ideas you need to be sure to mark which source you got your information from. Students do not write their notes in complete sentences. Have students write their notes in “Frankenstein Writing.” (Nile River – 4185 miles long – longest river in world) Sounds like Frankenstein, doesn’t it? Frankenstein writing is fast, and it makes sure students will later write their report in their own words.

Writing the Report

Step 9: Students follow their outline and use their notes to write their report. Students can research more if needed, but no using books when writing the report. Make sure students understand how to give credit to their sources of information. Students should also understand how to write a proper introduction, body, and conclusion for their report.

Step 10: Students create a bibliography page giving credit to all of their sources of information.

Proofreading and Editing

Step 11: For proofreading and editing, it’s best to give a short cooling off period so students will be able to look at all of their hard work objectively. If students hold off for 1-3 days, they will do a much better job.

Step 12: Students proofread and edit their report.

Step 13: Recopy for a fabulous report! (This may not always be a great use of time. However, sometimes it’s good for students to see a fantastic final copy on nice white paper.)

Sharing and Displaying

Step 14: Share! Students read their entire report to at least one other person. Also have an “Author’s Chair” where students can read a part of their report to the entire class. 

Step 15: Display! There are lots of ways to display reports. You can put them up on the bulletin board. You may want to put them in a binder to create a class book or have students create a cover for their own report and you have a classroom library! You may want to show them off when it’s time for back to school night, parent conferences, or open house. Consider all this before you send them home.  

Fantastic report! Great job!

• Do Use Passive Voice - You the author stay hidden. Focus on the facts and issues of the subject you are writing about. What do you think about those facts and issues? Not important. However, the facts and issues are important. The cause and effect of those facts and issues are important. You show others what you think is important by the facts and issues you include, as well as the topics you choose to write about. However, in your report writing… try to keep yourself hidden.

• Don’t Use Personal Pronouns – Rarely if ever, use “I, we, my, mine, our, ours, you, yours.”

• Do Use Third Person – He, she, his, hers, it, its, them, their

• Do Use Correct Academic and Technical Language – When you take notes and when you paraphrase, keep the correct technical words. You may want to define these technical words for your reader, but don’t substitute a lot of simple words for the correct academic and technical language. 

• Don’t Use Casual Language – Casual language includes both the words you use and the way you talk to your reader. Above in “Passive Voice” it says, “What do you think about those facts and issues? Not important.” That is casual. Casual can be fun and can be used to create and maintain interest, however use it very sparingly in report writing.

• Avoid Emotional Power Verbs. Be objective. Be Neutral.
Famous Quote: The Facts, just the facts, ma’am. (Dragnet)

Example:
Objective: The government acted quickly in order to remedy the situation.
Emotional Power Verbs: The government sprang into action in order to save-the-day.

In the real world of state standards and standardized tests, it can be a little difficult for a teacher to get their head around what Writer’s Workshop is. As long as I have been teaching there has been a continuing push towards making teachers more and more accountable for student achievement.

With Writer’s Workshop teachers are accountable… but they are also asked to take a leap of faith into the world of flexibility. The teachers are asked to believe that Writer’s Workshop is the best way to get the results that EVERYONE wants for the students they teach.

In this multipart series on Writer’s Workshop you will:
• Learn what Writer’s Workshop is
• Discover how you may already be using certain aspects of Writer’s Workshop
• Learn some tips for implementing Writer’s Workshop
• Learn how to avoid some of the stress and traps of implementing Writer’s Workshop

I am a teacher… and the realities of REAL teaching in actual classrooms will always be a part of everything you will read in this series.

What is Writer’s Workshop?

Here are “the parts” of Writer’s Workshop. We will examine each of the following parts and will explore the pros, the cons, the problem areas, and the areas of benefit for each stage of Writer’s Workshop.

1. Mini-lesson – Direct instruction lasting between 5-15 minutes.
2. Status of the Class – As students begin work on their individual writing project, the teacher quickly monitors the status of each student. Where are the students in their writing and how will they be spending their writing period? (2-3 minutes)
3. Writing and Conferencing – Students write and teachers either write or conference. The teachers can conference with individual students or small groups. Teachers are encourage to spend at least some workshop time actually writing themselves in order to model what authors do. (25- 40 minutes)
4. Sharing – There are a variety of ways to share. Author’s chair, peer editing, and reading to at least one other student are popular methods. (5-10 minutes)

Using the Writing Process in Writer’s Workshop

It is important to note that the entire Writer’s Workshop process incorporates the entire Writing Process. Here is a simple version of the writing process outlined for you:

1. Prewriting
2. Drafting
3. Revising
4. Proofreading
5. Publishing

The actual writing process is not a straight line and there are other models of the writing process which more accurately reflect the TRUE writing process. This five step model is “the classic version” and one which is easy for students to grasp. Essentially, this is what students will be implementing during Writer’s Workshop. 

Using the Six Traits of Effective Writing in Writer’s Workshop

Also worth mentioning is that a natural part or integration of Writer’s Workshop is the Six Traits of Effective Writing model.

The Six Traits of Effective Writing are:
1. Ideas
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions

Let’s Use More and More and More Workshops!

 How important is Writer’s Workshop to creating fantastic writers? Proponents propose that it is indispensible to creating students who can truly write. But before we go hog-wild on Writer’s Workshop here are some more workshops where the proponents propose the dire necessity of the workshop.

• Reader’s Workshop – Your students will develop independence in reading and become lifelong readers outside of the classroom. Your students will conference with peers and teachers yet the focus is always on becoming independent learners. Reader’s Workshop often becomes the favorite part of a student’s day!

• Independent Work Time (IWT) – Students must have a time each day where they work productively in groups while the teacher meets the needs of individual children. Teachers also need a time where they can challenge advanced students and give support to struggling students… and the Independent Work Time Workshop is the method you should use!

• Math Workshop – Meet the needs of your children! Boring textbooks leave behind the students who can’t keep up while too much hands-on math ensures that all your students will fall behind. We have the perfect solution. It’s “Math Workshop!” We have uniquely found the right balance!

I think you will be able to find a “workshop theory” for every single subject and every single concept that a teacher might teach.

The Truth about Writer’s Workshop

The truth about Writer’s Workshop is that teachers have used workshop strategies for years and years without a lot of the rhetoric associated with “Writer’s Workshop.”

Many workshop strategies are used across the curriculum in order to:
• differentiate instruction
• scaffold instruction
• meet student’s needs

Sometimes people get carried away with “philosophies.” Can anyone say “out of touch administrators” or “professional development guru?” It seems a lot of decision makers have not been running a classroom for a long, long time…

Personally I use many aspects of Writer’s Workshop… and… I also know I have to use my time wisely!

There is not enough time in the day for workshop after workshop and still teach the curriculum and meet state standards and prepare for the upcoming standardized test.

But… it’s great to know about all these theories and strategies so we can continue to grow as teachers!

Be sure to:
1. Check back for Part 2 of this series
2. Read “The Controversy over Writer’s Workshop in Elementary and Middle School”
3. Go to the homepage and discover “Pattern Based Writing: Quick and Easy Essay.”

Teaching writing… in the world of teaching… is “controversial.” So few teachers really feel they know how to teach “writing” well. Everyone feels they teach “grammar” just fine, but writing… This feeling of uncertainty creates defensiveness and high emotions.

But even in the world of teaching writing… just the mention of “Writer’s Workshop” will get people all worked up. I know of one teacher’s forum on the internet in which a VERY heated debate over Writer’s Workshop has lasted for years. Tempers rise, accusations fly… and then finally someone says, “What exactly is Writer’s Workshop? I don’t get it…”

Writer’s Workshop: A History of Controversy

Let’s face it, “Writer’s Workshop” was born in the adult world and has been transferred over to the world of elementary and middle school writing. “Writer’s Workshop” in the adult world can bring up vivid images of hippy-communes and groups of beatniks writing in Greenwich Village. (I’ve seen some classrooms that use Writer’s Workshop which aren’t much different!)

Writer’s Workshop Works… But Only for Some Kinds of Teachers

Some teachers swear by Writer’s Workshop… others swear AT Writer’s Workshop. I think it’s good to understand a few different “kinds of teachers” as it will help you to decide if Writer’s Workshop is for you. I hate to categorize teachers, but when it comes to Writer’s Workshop, some will have great success and others will completely flop.

“To thine own self be true!”
                                             William Shakespeare

Two out of these four kinds of teachers will have success with Writer’s Workshop.  Which two do you think it will be?

1. flowery teachers
2. brass-tacks teachers
3. flowery talking teachers who are really brass-tacks teachers
4. brass-tacks talking teachers who are really flowery teachers

Answer: Teachers number 3 and 4.

Here’s Why:
1. flowery teachers – School and teaching writing is not about running a hippy commune where “it’s all good.” We are teaching students to be successful at school. Sooner or later being successful at school involves doing things correctly. With a flowery teacher who is not keeping an eye on results, too many kids will slip through the cracks and won’t MASTER the skills needed to be successful students.
2. brass-tacks teachers – This teacher wants results. They want results that can be measured and measured now. Writer’s Workshop will be an exercise in frustration for them. They will not have the patience to watch “progress over time” and “developing the love for writing” is not something they consider to be measurable.
3. flowery talking teachers who are really brass-tacks teachers - These teachers will have the greatest success with Writer’s Workshop. They buy into the philosophy and are firecrackers when it comes to monitoring what students are doing.
4. brass-tacks talking teachers who are really flowery teachers – These teachers will have success because at their heart they want kids to enjoy school. Writer’s Workshop will be a fun change of pace for their students. They will run a tight-ship during Writer’s Workshop and they will get results. It will be effective… but it will come a little bit at the expense of students developing a true love for the art of writing.

Be sure to check back for:
1. What Exactly is Writer’s Workshop? 
2. Tips, Tricks, Pros and Cons of Using Writer’s Workshop in the Classroom