Teaching Writing

Facilitator
Camille Trabanco

A Writer’s Group Approach to Teaching Writing in a Multi-Level Classroom

Description

This is a simple method to allow all students to participate in a constructive way in the process of writing.

The process is very straight forward: There is the clear expectation that all students will submit some writing within a set period of time (e.g.: by the end of the month). About an hour is set aside in each class for this activity. The writing is done at home and then brought into class. The teacher Xeroxes copies and the writer reads the work to the group.

At that point, a round of applause is given for the efforts of the writer. It is key that this positive attitude is stressed and maintained by the teacher throughout the class.

The group begins by asking general questions of clarification about the content of the work. Then there is a line by line analysis, as the teacher writes on the board, and students raise questions, offer suggestions and comments and check the dictionary. The teacher may provide some grammar rules, but it is important that s/he not dominate nor direct the discussion. The writer has the final determination as to which edits, suggestions and changes to accept. At the end, the class again expresses their appreciation and encouragement to the writer. The teacher then types up the revised work, and ensures that the writer is satisfied with the final version.

The format is one that greatly encourages students at all levels to write and contribute to the class, it builds community and allows a writer to feel ownership and pride in his/her work. Preliterates are integral as they listen and offer feed back on what “sounds” right to them. If there is a scribe, then the transcript of their words is another piece of writing for the group to consider.

Thus a student’s moment of self-expression, empowers the class to see how writing is a process of re-writing, editing and crafting. It is evident that the manipulation of language and the mastery of grammar permit creativity and offers everyone the opportunity to become more articulate and fluent in English. We can all help each other to become better writers and find our voices.

This method can also be adapted to linking writing to reading instruction. Before reading a story (or next chapter etc.), the teacher puts the vocabulary from the story on the board. After the definitions are discussed, the students are asked to write a paragraph using these words which expresses their ideas on what they think the story is about, or what they think will happen next etc.

In the workshop itself, participants will write and be given the opportunity to experience a mini-writer’s group themselves. Plus they will be given actual examples of how to use works of literature to prompt students to write.