For every writer, the writing process is a little bit different. As teacher writers, we all struggle at different points and our students are no different. Today I offer a few tools for supporting writers at different points of the writing process . . .
As schools begin to restart, I have been thinking a lot about ways to begin building community within our new COVID reality. Specifically, I have been thinking about ways we as teachers might harness the structure of writing partnerships as a means by which to help create meaningful, supportive connections between writers. Here are a few ideas . . .
Some great and reflective conversations could happen if students consider both their current writing processes and how to change them in order to become more productive.
Writing has been a struggle for several weeks now. Today I take you through my process to get where I am now and the journey I intend to continue.
What do you find most challenging when it comes to the writing process? Have you considered a writer’s process as personal and unique or a step-by-step path rarely disrupted?
During the revision phase of the writing process, I find that many writers will often ‘tinker’ rather than really revise for meaning. Perhaps you’ve see similar behaviors in your middle school writers? Read on to learn a few tips for spicing up revision!
At the heart of all great writing is meaning. Writers select details carefully and deliberately, depending on the message we wish to convey to readers. How can we let meaning guide revision? Read here about a few ways…
To put it simply, the writing process can be excruciating for our perfectionists. If we aren’t careful, we can unintentionally curb the enthusiasm of a writer who leans toward perfection.
Do you make time for your writers to reread? Rereading is one of those pieces of the workshop we might be assuming our writers are doing but direction is needed to really make it a habit. Here are five tips to give rereading a place in your writing workshop this year.
Reflection can help foster both a writerly identity and act as a discovery process for possible future goals. This is likely true for any endeavor, whether it be coaching soccer or writing. This week, we as co-authors have been doing some thinking about the power of self-reflection. One possible lens for reflection is the writing process itself…
The writing process is not always linear, it is not a circle of steps, it is not something that needs to be done the same way twice. The writing process might be different everytime a writer sits down to start. It might be different for someone writing a poem one day and an essay a week later. The writing process is as unique as the writer. Embrace the process and its endless possibilities as students move forward.
I made many mistakes during my first year of teaching. I’m too embarrassed to blog about most of them since I cringe when I look back on my first year of teaching. … Continue Reading Doing the Same Work as Our Students
The realization of this moment gave me chills and led me to share my writing backstory with Dana. Dana listened and encouraged me to open my presentation with this story. I was hesitant, the experience had halted my inner writer for years. What if sharing it again had the same result?
How can we teach our students to trust the writing process?
Your students should work and feel like real writers.
When the co-authors of Two Writing Teachers invited me to join the team, I was overwhelmed. When Julie Johnson asked me to co-author an iBook through the Columbus Area Writing Project, I was again submerged in fear. I found myself wondering if these writers had read my writing. I mean, if they had read my ramblings on my personal blog they wouldn’t be inviting me, right?
Do writers ever lose their doubts?