Kristy’s Blog

I attended the Learn Today, Teach Tomorrow Conference on Saturday March, 5 2008. Bev Matulis, a fourth grade teacher in the Bay City Public Schools, gave the presentation Dancing with the Authors: Teaching Sentence Fluency. Bev Matulis is a National Board Certified Teacher and is also a part of the Saginaw Bay Writing Project with SVSU. Bev focused on one of the six traits of writing, sentence fluency. She stated that brain research tells us that emotions are highly linked to making a personal connection with learning. Personal connections are made when students create and construct their own learning.

In Bev’s classroom, students practice looking at other author’s sentence structures and analyze the parts of each sentence. After, they use the published author’s sentence as a model and come up with a sentence of their own using that structure. When they create sentences of their own, they connect learning the sentence structures with their own life. She also said it is helpful for the teacher when they come up with examples from their own life because the teacher gets a snapshot of what is going on in the child’s world. The teacher then builds an emotional connection with the student while he or she learns about the child’s life.

When students make examples using text structures from authors, they play with words in ways they never would have normally written the sentence. They will be more likely to remember the sentence structure because they are relating it to their own life. She also said her students notice the sentence structures in their reading of other books and informational texts. Using published authors sentences offer support and present a new way of writing for the student, Mrs. Matulis refers to this as dancing with the author. They begin to read like a writer. The students carry this strategy into other writing areas and are also more likely to copy other authors writing structure when they read text books or books for pleasure. Once this transfer starts to happen and students take what they have learned and apply it to other content areas, Matulis refers to this as flying with the author.

Matulis presented this material the way she would work with her students. She used authors and their well-known work to use as examples. Many of them included; Margery Williams, The Velveteen Rabbit, E.B.White, Charlotte’s Web, William H. Armstrong, Sounder, Stephen Crane, The Red Badge of Courage and many more. These pieces of work highlighted the concept she taught such as prepositional phrases, participial phrases, past participle phrases, appositive phrases and adjective and adverb clauses. After she would display the work of the published author, she would display the sentence she wrote. I liked how she not only modeled the author’s work, but also her own examples. This gives the students a better idea of what is expected of them. We would work on our own sentences after she was done explaining.

The author serves as a mentor, much like Lucy Calkins and Nancy Atwell promote. When students practice writing sentences and using grammar like the authors they are practicing their fluency and improving their writing. Student can practice using the modeled sentences in their journal and it could spark an idea they could later use for writer’s workshop. “Whether one calls them a day book, a bureau drawer, or a notebook, they are, above all, places for rehearsal. They are seed beds out of which rough drafts grow.” (Calkins, p. 24). This way of writing also allows the children to make meaning out of what they are learning by relating it to their own life. Making new information meaningful will allow the children to put the information into their long-term memory. These moments are imperative for teachers it is the perfect opportunity for the teacher to get to know their students on a personal level. Lucy McCormick Calkins stated, “If we adults listen and watch closely, our children will invite us to share their worlds and their ways of living in the world.” (p. 53). When teachers take the time to read what they have written they can use the student’s real life examples when they teach other subjects and it will enrich and enhance their students learning experience.

I would love to present grammar in this way because it promotes reading and writing fluency. I think using authors work as a model is a fantastic way for children to learn grammar and they write to learn. These concepts are usually taught in forth grade and up therefore I am not sure if I will ever be able to use them specifically. I will remember these ideas and adapt them in the future in my classroom.

Chapter 24

I like the idea of having the children pick a moment in their lives to think about and expand into a memoir.  I was wondering if there were any mini lessons that would help the children shape their ideas in order to “grow a memoir” and to help them get started. I am thinking about writing a memoir but I do not know where to start.

Chapter 25

My first question stems from the question in chapter 24. Where can we help the children start their thinking when it comes to nonfiction writing? Some children will automatically know what they want to do, but others will have no idea and will lack motivation.  How can I help the students who do not have any clue what they want to write about? Would it be a good idea to put them in pairs or groups? 

              I will never forget my very first research project; I automatically thought of a twenty-page paper that cited ten books and took all of my time to write. We were required to write down all the information from the books on note cards with the work cited on the back on the card.  Then we had to compile all the information and write a long paper.  This was a drawn out process, which I thought was absolutely boring.  Since eighth grade, I have learned how to write research papers and they are not as bad as I once thought.  But very often I am forced to think that it is a waste of time.  After reading Melinda Putz chapter on “Getting acquainted. The project. The author. The guide.” I was pleasantly surprised.  I automatically thought of my eighth grade experience and the possibilities that could have originated from a project that was free spirited and gave students freedom to research and explore different angles.

With a multigenre research project, the students research the information and then synthesize it into a written form of their choice. By approaching the project in a creative way, the students learn more by reflecting on the information then making it their own.  The traditional approach of researching the topic, compiling it together and writing the information onto paper is not pleasing to many.  For example, Lucy Calkins describes writing as an art form. “It is essential that children are deeply involved in writing, that they share their texts with others, and that they perceive themselves as authors.” (Calkins, p. 3).  By giving the students control over their learning, they are going to learn more and make connections with their own life.  In the end, they will store this information in their long-term memory.  By handing the details of the project to the students at their discretion, they are becoming deeply involved in their writing and will be motivate to work hard.

The collage by Kathryn Vickery about Ecstasy was remarkable.  I could not believe how Kathryn synthesized the information and made it relevant to life without listing a bunch of facts.  This collage had the specifics of how the drug affects the body and mind of the person in a very creative engaging way. The reader could learn a lot and feel like they were participating in a rave. There were many other examples in the text that were creative such as an obituary, diary, phone call, and a poem. These forms of writing allow the students to take ownership of their work and expand their thinking to be creative. “We need to invite students to pursue their own important projects in an environment that is ongoing and stable then move around among them” (p. 15).  Calkins would agree and promote this idea of a multigenre project instead of the traditional research project because the students automatically become deeply involved in their research.

The traditional research project is still important, especially in higher-level classes.  Students must learn how to write a research paper, however multigenre research projects will help the students learn how to make their writing their own, use supporting details, and have an original piece of work. I believe both of these two types of projects should be taught in the classrooms.  

I wanted to post this on to my blog because I believe it is WORTH WATCHING !!!!!

This movie takes 20 minutes but it’s worth it.  Excellent boost to kick us off the consumer treadmill.  

http://www.storyofstuff.com

Regie Routman explored two ideas that are imperative for students’ learning in the articles, Integrating Spelling into the Reading-Writing Classroom, and Communicating with Parents.  It is time to move away from the traditional ways of spelling because there are new ideas about how to approach it in the classroom.  One way is to help students develop spelling strategies where they can learn how to spell by practicing writing and also understanding that spelling develops over time.  One way to promote this viewpoint is to have an open line of communication with parents.  Parents are the first teachers that their children admire and, therefore, it is important to include them in on techniques and ways to encourage their children to develop as writers.           

Communication with parents is vital in the classroom because the children need to have support and encouragement in both the school and home atmosphere.  Some parents may not understand the developmental stages of writing, and they might frown upon invented spelling because there are so many mistakes on the paper. “If we invite them to use their oral language in their writing, even though they can’t spell all the words correctly, we free them to say what they mean.” (Communicating with Parents, 199b). If the main emphasis on the writing process is on spelling, then students can become easily discouraged.  The goal behind integrating spelling into the reading-writing curriculum is that they learn how to spell by becoming familiar with words through reading and practicing writing them on a daily basis.           

One of my main goals in becoming a teacher is to help teach my students tools and skills that will help them succeed as a life long learner.  This integrated approach to spelling made sense to me because it recognized developmental stages. This approach fostered the notion that children develop at their own pace and it provided tools and strategies that the students can learn to take into different settings. “Such an approach recognizes that the spelling of most words will occur in the normal context of reading and writing. Visual memory, sound relationships and morphemic knowledge are developed implicitly and explicitly in teaching the strategies.” (Integrating Spelling into the Reading Writing Classroom, 240). From observing in my mid-tier classroom, I believe that integrated approach to spelling has been adopted in this classroom.  The students use the tools they learn through the strategies to help them sound out words when they read, but also when they write.  I remember helping one child when he was constructing a letter.  He was trying to sound out a word, isolated from the rest of the sentence. He decided to stop and reread the whole sentence over. When he came to the word he was struggling writing he had a better understanding of the sounds. He wrote down his best guess then he looked it up on his word list.  I was impressed that he knew different ways to approach a word he did not know how to spell.           

I believe it is time for the weekly spelling tests to be thrown out the window.  New techniques can be adopted in the classroom to help ease the pressure of a test off the students and give them the tools to enhance their learning. If parents and teachers work together to immerse children in print rich environments and practice writing the children will learn by authentic activities.  In order to step away from the traditional method, teachers need to help parents learn the benefits of this new method and more importantly give them the tools to help support their child. Routman describes ways for parents to help children with reading at home in the article Communicating with Parents. “To produce independent readers who monitor and correct themselves as they read, the following prompts are recommended before saying ‘sound it out’.” (200b).  A long list follows giving parents’ explicit language to support their child. 

This I believe

Spring. The sweet smell of flowers. Mother nature waking up from hibernation. The aching beat of my broken heart. It was not the run through the park that would forever change me; but rather the race that was spinning through my head. My feet carried me forward, but my thoughts were at a standstill.  The deafening silence of the empty park filled the hole in my broken heart. This was the moment I confronted myself. Finally…alone with my thoughts.  I ran with pain in my heart but hope in my soul.  The hurtful past kept spinning in my head with every step. I took a deep breath. Embraced the empty feeling because I knew there was more happiness and love in life to look forward to. I finally let go-because I knew–one day–I would love again. I believe in the power of love.

Summer. Sunshine. Waking up to birds chirping outside my window. Back at home where my past first started. Healing. Lessons Learned. Family support. My best friends distractions. Work everyday with the joyous sound of children laughing-I took time to explore my possibilities to find out once again where my path in life was leading. Watching Kylie-my niece, my Goddaughter- take her first steps, say her first words, and learn more each day served as a daily reminder that my healing heart is a small part of life. Her first birthday party was when I caught his glimmering eye across the room. He was with his cousins and my sister standing by the stairs in my house. For a second I allowed myself to think of the possibilities. His beautiful smile, sweet nature, dedication and love for family…I shut it out immediately. He was her Godfather. Our families were too close. If anything were to happen…. The party ended. My friends and family continued to keep me busy. Running, camping, bonfires, heart to heart talks, Harry Potter, Higgins Lake. I am eternally grateful to all my loved ones for all their support, advise, and even distractions. They are forever. They are family. Because of them, I believe in the power of love.

Fall. Autumn leaves. Still the warm summer air. Finally-healed! Back up at school, in my own element. Aspirations. Dreams. Laughter. Friends. Football games. My spirit was renewed and I was ready to conquer the world. One night I made a phone call to him- nothing out of the ordinary. Later I learned that phone call would change my world. He invited my friends and I to a Michigan State football game. I accepted the offer but declined for my friends. I woke up the next morning-my head spinning- what was I thinking? Why didn’t I invite my friends?  What if I fall for him?—The thoughts came back….we are too close…if anything were to happen—I called and left him a message. I declined. Made up a lame excuse. I immediately called my best friend, she told me I had to go and I was crazy not to. He consumed my every thought. Again- I called. Embarrassed. Thankful for the voicemail, left a message saying my plans for the weekend had changed and I could go if the ticket was still available. I called my Mom, confessed my deepest feelings and asked for advice. My best friend and my Mom often see things I cannot. They both knew we would be perfect for each other. Sometimes it’s the people that love us most know us best. I believe in the power of love.

Winter. The bitter cold wind hitting my face, the large snowflakes that stuck to my eyelashes and the warmth of my body bundled up under many layers. It was not the walk along the snow-covered path but rather the thoughts that continuously spun through my head over the past few months. I realized once again I have been forever changed. The bliss that filled my heart and soul could no longer be ignored.  This was the moment I confronted myself.  This is when I let myself feel this incredible feeling I have never felt before.  It has always been there, hidden and masked behind many layers of family ties. I always knew we would be perfect for each other but did not let myself see our potential. He has become my best friend. My soul mate. He is my one true love. Alone I stood.  Finally…alone with my thoughts. I wanted to scream with joy, jump up and down and twirl around in circles like I did when I was little.  Instead I let my joy shine through my smile.  I was lost in the moment. Peace. Serenity. Love. True happiness. I will hold on to this feeling for a lifetime. I will continue to let my love shine through my smile because-I believe in the power of love.

Spring. The snow will melt, the flowers will bud, the sun will shine.  The seeds of our love are still being planted to endure many more seasons to come. There will be warm times and cold times but the important thing is that true love lasts through the seasons. I believe in the power of love. 

            Teachers experience challenges in the classroom daily, but one of their biggest challenges is to establish an environment where the students will be motivated to write. Lucy McCormick Calkins addresses ways to make writing relevant to the lives of the students where they intrinsically feel motivated to put their thoughts on paper. Teachers need to let their students explore their lives and add details to make their writing rich and thoughtful. 

            Very often students feel they do not have anything to write about because nothing significant happens in their life, but teachers can add techniques and strategies to help them develop a small concept into a larger picture.  Calkins stated in the first chapter of her book, Making Meaning on the Page and in Our Lives, “This is how I write. I take a moment- an image, a memory, a phrase, an idea- and I hold it in my hands and declare it a treasure.” (p.8).  Once students take ownership of their thoughts, like Calkins, they will feel a sense of authorship. This viewpoint provides children to use writing as an outlet for their thoughts about their own life.

            Children are filled with ideas, concerns, and stories but teachers often encourage students to write about their own personal experiences.  Very often this prompt leads children to believe nothing happens in their life.  When teachers encourage students to choose their own topic they are more likely to feel that their ideas are important. 

            The focus of school should be on the children not on the curriculum, text books, and the agenda.  Once children are the primary concern, there will be a shift in the overall attitude in the classroom.  “Teaching writing is a matter of faith.  We demonstrate that faith when we listen well, when we refer to our students as writers, when we expect them to love writing and to pour heart and soul into it.” (Calkins, p. 17). This change will allow students to share their thoughts and stories from their own lives.  These are the moments where teachers connect with the children at eye level and truly get to know their students. Building this relationship will help the overall community not only with the teacher and students, but also with the interaction between the students.  Sharing, listening and responding to writing allow the students to see into each others lives.

            Once children become familiar and comfortable with the beginning processes of finding a topic to write about, they will learn about the stages of the writing process.  There are many ways to label the writing process, but Calkins refers to these as rehearsal, drafting, revision, and editing.  Rehearsal is the active process of writing.  Rehearsal should take place every day and students should continuously write down their thoughts and questions about the world in a special place.  “Whether one calls them a day book, a bureau drawer, or a notebook, they are, above all, places for rehearsal.  They are seed beds out of which rough drafts grow.” (Calkins, p. 24).  A writer’s notebook is a great resource for the students to have as a tool in the writing process.  Teachers often use notebooks as the kickoff to writing workshop.

            The first days of the writing workshop are the most important to grab the interest of the students.  Isoke Nia, a staff member of the Teachers College Writing Project, described her experience kicking off writing workshop in the classroom.  This story captivated my attention and I felt the need to incorporate writing into my daily life.  I could not believe the impact this story had on me and the way I need to shift my thinking before I reach the classroom.  Through this example, I learned that I need to become more actively engaged as a writer so I can demonstrate the power and purpose of writing to my students.  I loved the way she stressed the importance of keeping their journals with them all the time so they could write down their thoughts and feelings.  By establishing this foundation from the beginning of the year, the students will recognize the importance of writing in the classroom. This will also help build classroom community that is built off of care and respect.

            In the opening chapters of The Art of Teaching Writing, Calkins stresses the importance of making children feel like they are writers and authors.  This element is imperative for teachers to understand because it directly attributes to the success of writing workshop. Children have to feel confident in their thoughts and ideas.  She vividly explained how to help children become excited about writing and how to integrate writing into their everyday life. Future teachers can learn a lot by reading and applying this into their classroom.

           Donald Graves examined some conditions for successful writing and also how the organization of the classroom impacts the students work.  Factors such as time, choice, teacher and students response, teacher demonstration of writing, expectations of students, room structure and evaluation greatly influence and impact students writing. It is also imperative that the classroom community is set up so each child is responsible for themselves and their work.  Clear expectations should be outlined so that students stay on task and know what to do during story transitions.  The classroom community will prosper with limits and the students writing will flourish throughout the year with the appropriate setting.

            Graves suggests time should be set aside at least four out of five days of the week for 35-40 minutes. Writing should be an everyday occurrence so students do not just view writing as a separate entity.  Children who write often constantly develop themselves as writers. As Graves pointed out in the article “Conditions for Effective Writing”, “As our data on children show, when writers write every day they begin to compose even when they are not composing” (p. 104) If a teacher does not believe they have time to fit writing in daily, they should think about the structure of the day and have the students write during the fill time.  This will help with classroom management as well as improve writing. 

            Just as Katie Wood Ray and Nancy Atwell suggested, Donald Graves affirmed that allowing students the freedom to choose their topic opens up room for quality writing.  When students choose their topic they have time to mentally prepare their thoughts in their head before coming into the classroom.  The teacher also can expect more since they are choosing a topic that they can express their own thoughts, feelings or passions. Graves expands on this idea in his article “Begin to Organize Your Classroom” when he stated “Choice requires responsibility and responsibility is taught and learned.  Thus, you need to clarify the meaning of choice within definite limits.” Students also like this responsibility because they know they have to choose their own topic and they must produce writing.  With guidance teachers need to explain that if they get writers block, they have to switch to a new topic because after a period of time they must have a product.  By setting up a classroom community, each student will feel comfortable in their surrounding and play an active part by helping one another out.

            Teachers have an important role in influencing the lives of students every day.  They are the primary role model for their students over the course of the year; therefore they need to actively demonstrate purposeful writing in their own life.  It is extremely important that teachers set the example in the classroom for the students to follow.  Graves stressed the importance when he stated; “Writing is a craft.  It needs to be demonstrated to your students in your classroom, which is a studio, from choosing a topic to finishing a final draft. They need to see you struggle to make your intentions with the words that reach the page” (Conditions for Effective Writing, p. 110) Teachers also need to make it a priority to guide the students in becoming familiar with the writing process.  

            Mini lessons are a great way to start writing to help the class focus on a particular issue such as the concept of print, punctuation, grammar, discussions for writing or even procedural issues dealing with writing workshop.  Mini lessons help young writers learn the fundamental basics of writing, they help generate solid writing topics, they aid with peer interaction, or revision strategies. Lucy McCormick Calkins said “almost every mini-lesson ought to end with a specific, concrete discussion of what the children can do with their writing” (p.215) Mini lessons allow teachers to teach writing in creative, ways to help their students learn new concepts.

             Donald Graves highlighted the important features for the classroom and structure of writing workshop.  As a future teacher, I embraced many of his ideas because some of these elements were left out of my early childhood education.  I firmly believe writing should be integrated into the everyday curriculum and that teaching responsibility is an important character to reinforce in children.  Taking responsibility in their work allows them to spend quality time creating a story and in the end feeling accomplished.  I believe teachers foster this productivity by defining clear expectations so that the students stay on task.  These elements came to life my senior year in high school when I took a college writing class.  The classroom setting, structure of time, peer feedback, and teacher responses allowed me to expand and play with my writing.  This semester long class truly prepared me for college.  After reading these articles, I firmly believe that these characteristics should be in every classroom starting with kindergarten.  The students will then learn to enjoy writing, have an opportunity to grow, and build an appreciation for writing. I also believe that mini lessons can help foster these areas and promote growth in the students.

            Donald Graves and Lucy McCormick Calkins suggested many ways to set up and improve the classroom environment. Graves gave specific examples to help focus teachers building a classroom community and ways to adjust writing workshop, Calkins offered many ideas on ways to use mini lessons.  She painted a well-rounded picture of what mini lessons are, how to use them, ways to use them in the classroom, and offered some ideas to help teachers. 

    Children have the remarkable ability to absorb the world around them and interpret life’s intricacies with amazement and anticipation. It is imperative that teachers watch and listen to the students to gain a full understanding of the way they are thinking.  Lucy McCormick Calkins examined this idea in chapter 5, Lessons from Children, when she stated, “If we adults listen and watch closely, our children will invite us to share their worlds and their ways of living in the world.” (p. 53). When teachers take the time to observe their classroom, they can enrich and enhance their students learning experience.

Children naturally observe and explore their surroundings.  It is instinctive for them to understand, at a very early age, that language and writing are used for communication.  As a society, talking and writing are expected developmental milestones that every child will learn with time.  Parents do not question if their child will learn to speak or write.  Calkins addressed this in chapter 6, The Foundations of Literacy, when she stated; “Children learn to write when the see writing for real purposes.  By watching us, children can learn that writing is not only doable, it is also worth doing.” (p. 60). In the primary-level classroom students are expected to practice their writing through stories, pictures and dramatic play. Teachers need to respect the child’s pictures when creating a story, as much as they do the writing portion, because writing follows a progression that starts with hieroglyphics. Respect needs to be shown through effective praise rather than an evaluative good job. Asking questions related to the child’s writing or pictures will create a positive atmosphere. Children will excel in this atmosphere and learn that writing is a part of everyday life.

Drawings provide a framework for the child’s thought process to begin writing.  Some children start by drawing pictures and they find words to support their drawing.  There is a time when teacher observation is imperative because children stop needing drawing as a beginning framework.  Calkins clarified this idea in chapter 7, Growing Up Writing, when she stated, “We can introduce drawing as a formal rehearsal, but then we must watch for signs indicating that a child no longer needs to weave drawing and writing together.” (p. 87).  Allowing experiences for interaction with peers during the second grade can scaffold a student similar to a picture and also provide opportunities for social development.

As children move from drawing to convey a message, they begin to learn to associate letters with sounds.  At this stage, teachers need to help stretch the words so the child can listen for the sounds, not break them up into separate entities.  Teachers need to promote an environment that will allow children to practice writing to continuously improve their skills.  Teachers do not have to teach children to use their imagination, question the outside world or even to play with words; they have to help stress the idea those are merely the foundation for high-quality writing.  “We need to teach them that what they see and collect and wonder about will enrich poems and stories and posters.” (Calkins, p. 94). Notebooks can be used in the classroom to gather their thoughts and promote writing about what they observe on a daily basis. Students can reread their entries to rethink their work and make the necessary changes for revision.

I believe Calkins stresses the importance of observing the children in their everyday setting to gain a better understanding of how they think.  It is important to notice these details because it will affect instruction. I strongly agree that children should be effectively praised for their work and the teacher should offer opportunities for the student to discuss what their picture or story was about.  These steps are all a part of the process to develop as writers and it should not be brushed aside. I also like the way Calkins concluded the chapters along the theme that we should be in awe of what can accomplish at an early age and that writing is a part of living and celebration. After all, if we let life pass us by without taking the time to observe the world around us we are lost in the shuffle.

    Writing workshop has been adopted into many schools throughout the nation to teach and practice the writing process.  Katie Wood Ray examines the content validity and effectiveness when she outlines the fundamental characteristics in her article, “Understanding the Essential Characteristics of the Writing Workshop”. Writing workshop invites students to utilize a variety of resources and practice their writing daily in an informal, structured environment. The workshop encourages children to have pride in their writing.

Many teachers approach writing workshop using different methodologies. However, Ray points out key features that outline the workshop to help spark an interest in the students. First, it gives students a broad genre to write allows them the freedom to express their interests.  Ray pointed out that “there is no need to give students topics; in order for students to learn the purposes of writing, they need to find their own material.” (p. 9)

Independence encourages children to become motivated by writing about their passions.  Teachers may still focus on the strategies, techniques and conventions for writing, regardless of the writing topic.  The teaching may take place with a whole group, small group, individual meetings, or one-on-one interaction between students.  There are times where the teacher may want to bring the group together to have a focused study session to expand and develop their writing.  Some of these focused sessions might include lessons on a genre such as poetry or fiction or a text structure such as punctuation or points of view.

Writing workshop should take place everyday for approximately 35-40 minutes in order for the students to continue practicing and refining their skills as writers.  The more time that is allotted toward writing, the more opportunity the students have to produce their thoughts on paper. Ray makes her point very apparent when she stated “Let’s be very clear here: When it comes to TIME, quantity is what matters.” (p. 10).  Students need to experience writing and playing with words before they can perfect their writing. Teachers need to outline high expectations and take into account the level of effort when evaluating their work.

To outsiders looking in on the writing workshop, it may seem like chaos because students work at different levels on the writing process and talk to each other to work out their thoughts.  However, writing workshop is the opposite of chaos.  This is a very structured environment where the students know the process and work through it at their own pace and speed. “For the writing workshop to be successful, it must be highly structured and must work the same way basically every day so that it could almost run itself independent of directed activity.”(p. 15). Students understand the expectations of the workshops; if they want their work to be published they must finish their work.

The writing workshop was also studied in Nancie Atwell’s article, “Lessons that Change Writers.” This article had many of the fundamental characteristics that make up a writing workshop such as structure, time, choice, teaching, the atmosphere and publication.  Ray and Atwell agreed on the essential ideas that make writing workshop so productive.  They had similar views on structure, choice, and teaching techniques.  They believed that structure plays an essential part in creating a positive, workable atmosphere.

Defining a genre and giving students the independence to choose a topic to write about allows for more creativity.  The teaching techniques also align because they agree that it is important to have one-on-one conferences with each student, peer conferences, and group teachings or demonstrations that go over specific lessons.

The underlying ideas behind writing workshop are found in every classroom, but each teacher will have different preferred methods.  Ray and Atwell have opposing opinions on when and how long writing workshop should take place and the atmosphere of the classroom.  Ray believes that writing workshop should be everyday for 35-40 minutes and students should be able to talk out their ideas and receive input from their peers.  Ray claims, “In writing workshops teachers make room for students to get the different kinds and amounts of talk that they need as writers, rather than forcing everyone into a single format for writing talk.” (p. 12).  Atwell strongly disagrees because she believes that writing workshop should be done at least 3-5 times a week for 45 minutes.  She also believes it, “is quiet and productive: writing is thinking and teachers insist on silence so writers can think well” ( XVII).  Although Ray and Atwell have opposing points of view in this regard, they do agree on the basic foundation for writing workshop of structure, independence in the choice of the writing genre, teaching, publication, high expectations and structured management.

I believe that both Ray and Atwell make very interesting arguments for their disagreements about writing workshop. It is my opinion that teachers need to examine their classroom setting and the students’ makeup as a whole before they make decisions based on the workable atmosphere.  I believe that the more practice students have writing, the more comfortable they will feel once they write with an assigned topic.  It is essential for young children to become familiar with the writing process but more importantly they must learn how to play with their words so they emerge into strong writers.