Veronika's Presentation (March 6)

Veronika Kasalova
March 6, 2007

Production Strategies: Research-Based Approaches to Improving Writing

To find strategies to improve student’s writing I used the book “In the Middle: Writing, Reading, and Learning with Adolescents” written by Nancie Atwell. This book was suggested to me by my English language teaching colleagues. I am not sure how the strategy described would work in DC, but it is worth discussing as it may be adjustable to the benefit of our students.
Nancie Atwell was a 7th and 8th grade English language and reading teacher. At first she was teaching in a standard manner, giving vocabulary lists and teaching grammar. After attending a workshop on writing she decided to experiment a little. She had the students write more, and for all assignments gave them lists of subjects to choose from. This did not produce the desired result. It took the help of Susan Sowers, who at that time was conducting research under a National Institute of Education grant, to find a strategy to improve student writing.
The end result was a classroom setup which has three components. The first component is a mini-lesson at the beginning of the class. The purpose of a mini-lesson is to teach grammar. This is done by discussing issues that have arisen in previous classes or in pieces of student writing. Early in the year this is largely teacher-led, and often focuses on procedural information. Later on, students are allowed to take charge of the discussion.
The heart of the lesson is the “Writer’s Workshop,” where the students sit and write. Students may write about any subject they choose. If they are having difficulties, or feel the need to discuss the subject, they can talk in the “conference corners” – places set aside for student discussions. The student papers can go through several drafts (no erasing allowed) and the final product is graded at a time of the student’s choosing. Graded papers have corrections on them, and once the student makes these changes the paper is “published” by having printings given to the other students.
To close the lesson there is “Group Share” during which the students voluntarily discuss their writing. This brings closure to the lesson, and lets students find out what other students are writing about.
This strategy was developed with the following seven strategies kept in mind. Writers need regular chunks of time. Writers need their own topic. Writers need a response that comes during (not after) their composing. Writers learn mechanics in context from teachers who address errors as they occur. Children need to know adults who write. Writers need to read. And finally, writing teachers need to take responsibility for their knowledge and teaching.