Entry #2: A Trip Down Memory Lane

I may not have the greatest memory, but I clearly remember time spent writing in elementary school. Marion Elementary used a Writing Workshop structure, and at the time I had no idea how beneficial this was for me as a developing writer.  Each day, a significant portion of time was set aside just for writing so I wrote a lot, just like Calkins and Ehrenworth (2016) described as an essential component of a successful writing program (p. 8). 

Many of the other essential components of successful writing programs described by Calkins and Ehrenworth (2016) and Tompkins (2012) were implemented at my school. I was taught the stages of the writing process so I could monitor my progress. Although I do not remember these vividly, I believe my teachers conducted mini lessons with mentor texts when we engaged in our genre studies (see, my memory failed me here). Often, I was able to choose my topic within each genre unit and choose my graphic organizer so I took ownership of the writing process. Both my teacher and peers provided feedback throughout the writing process so I knew what was going well and where to go next.

Another great part about Writing Workshop was that I felt comfortable experimenting with my writing. Like Tompkins (2012) described, I always felt that I had a "secure classroom community with honesty and trust" (p. 24). Now, the coolest part about Writing Workshop was, (drum roll please...), THE PUBLISHING CENTER! Once I brainstormed, drafted, revised, and edited, I was able to take my piece to the Publishing Center where my final copy turned into a hardcover book. Even better was sharing my creation with my classmates and family. I still have all of my books saved because they made me feel like a real-life author and motivated me to continue to write.

Writing in the Jr./Sr. High School was not as exciting. Writing Workshop was not utilized and I was expected to carry out all of the stages independently. During this time, I found that I was not nearly as motivated to write as I was in elementary school. However, that changed in my College English class where the teacher brought back Writing Workshop. Naturally, my writing blossomed again.

As a teacher myself, I have not yet implemented Writing Workshop. Last year, I taught kindergarten and first grade virtually and did not have room in the schedule for writing every day. I had one 20 minute block for reading and writing during which I tried to incorporate mini lessons using mentor texts. As one may imagine, writing did not go well virtually. I could not incorporate some of the essential components such as collaboration, peer conferencing, and protected writing time (Calkins & Ehrenworth, 2016, pp. 8). This leads me to wonder: Can Writing Workshop effectively take place virtually with young students? If so, does it lose some of its power because it is not in-person?

If I were to have an in-person class, I would definitely implement the following essential components: protected writing time, choice, feedback, explicit strategy instruction, goal setting, and a safe writing environment (Calkins & Ehrenworth, 2016; Tompkins, 2012). Like I experienced myself, when students take ownership of the writing process and have scaffolding along the way, they are motivated to write and improve their craft.

References

Calkins, L. & Ehrenworth, M. (2016). Growing extraordinary writers: Leadership decisions to raise the level of writing across a school and a district. The Reading Teacher, 70(1), 7-18.