Does Your Participation in Writing Workshop Influence Your Future Classroom Writing Practices?

[Mary Anna Kruch]

As many of you know, I am writing a book about motivating young adolescent writers for pre-service as well as veteran teachers, and, as I write, I have been thinking a lot about what I have experienced while visiting classrooms as far as writing workshop goes. You may read a description of my book here: http://www.equinoxpub.com/books/showbook.asp?bkid=355

While I was working on a doctorate at MSU in the early 90s in Curriculum and Instruction, I also supervised intern teachers; while in the field I noticed many veteran teachers who either did not use or did not know how to run a writing workshop. Today, while I see a few more writing workshop classrooms, the great majority of teachers use more traditional approaches of assigning one topic and giving a letter grade. Now, I know that many of them as well as most pre-service teachers today study and talk about writing workshop, but when it comes to future classrooms, many teach the way they were taught, rather than with the best practice methods they studied.

My hypothesis is that those who do not teach and assess informally (i.e. portfolios) now within a true writing workshop did not, as students, participate in a true writing workshop themselves. In the classes where I have observed some kind of process, teachers are most apt to assign set work on set days, such as Monday: first draft, Tuesday: peer response, Wednesday: editing, Thursday: revision, and Friday: final draft. True writing workshop, as you know, is recursive (meaning writers can move back and forth among the steps in a process), and the process is very individual, although many will experience some or all of the above steps. I think this goes beyond the drive to teach to standardized tests. I am thinking it is more about a comfort zone.

My question to you is this: Have you experienced a true writing workshop in any of your K-16 years of education? If so, explain. What stands out about this experience? Were you given choices in topic and selection of portfolio pieces? If not, please explain how you were taught and what you remember that was positive or negative about this/these experiences. Finally, how do you see yourself teaching writing in your future classroom? Your comments will add a rich contribution to my research and the book.

Please send your responses to either [e-mail] or take part in the discussion here. You may call me if you wish to speak with me more personally. If I want to use a quote from you, I will ask first and then cite you with your permission.

Many thanks,

Mary Anna

Mary Anna Kruch, Ph. D.
President, Michigan Council of Teachers of English
35-Year Educator and Middle Level Literacy Specialist
[e-mail]
517.655.1633

[Deborah Lawrence]

Mary Ann,

What a great inquiry. I just completed the Third Coast Writing Project Summer Institute at Western Michigan University and your topic was a part of our discussions. We found that out of the 18 participants in the group, none of us had experienced a writing workshop approach throughout our K-12 experience. Many of us take the writing workshop approach in our own classrooms and had varied paths into finding that model for writing. My personal experience was that I did not have any experience K-12 or in college in a workshop writing style. In fact I never even had a writing methods class in my undergrad. work. I am certified in El. Ed. and have a Masters in Sp. Ed. I have been teaching for 13 years and in the past few years have been teaching writing by way of a writing workshop model. I have never had a colleague teach in my 13 years in a writing workshop syle. I in fact sought out how to teach writing just 3 years ago when I returned to teaching after having my kids and knew that I needed to research for myself what best practice research in various areas was revealing. My first writing workshop book was Wonderous Words by Katie Wood Ray... I was hooked. From that point I read her bibliography and began creating my own professional library on writing. It is such a fabulous journey. I see such enjoyment and engagement in my 3rd graders through writing workshop. They know from day 1 in my room that they are "authors" and that is how I refer to them. As I said, I just completed my 4 week work with the National Writing Project and am even more charged up. If I can be of any help to you in your journey of authoring your book, please let me know. Most Sincerely... Debbie Lawrence

[Mary Anna Kruch]

Debbie,

It was wonderful to hear from you, and thank you so much for sharing your experiences. Where do you teach and what level/s?

I have been teaching since 1973, and little by little I put together a process that worked for me, refining it as I went. Back then, there were no bells, no rules, NO STANDARDS, no mentors, and my methods classes at MSU were basically mastery learning! I attended a very traditional private school, but had one great high school teacher who modeled not the writing process so much as she worked with students and asked us what we thought rather than told us what to think-- the norm in the 1960s -- even figuring out what a writing assignment entailed was a major undertaking! Luckily, I had a few wise professors -- Lois Bader, Sheila Fitzgerald, and Lou Romano -- who took me under their wings in graduate school and took time to talk with me about their own writing processes! They are all exceptional human beings and outstanding writers, and each views teaching and learning as a child-centered process -- thank goodness! They have stayed in touch with me through the years and have mentored and supported me in many ways.

But it was when I took part in the Red Cedar Writing Project at MSU in 2001 that my teaching life was truly reborn! What a powerful experience! There are many reasons why the summer institute was life-changing, but I think the main one was that our group lived, breathed, taught, read, wrote, discussed, reflected upon, and took risks with writing -- that kind of immersion is what I wish ALL educators, including administrators, could experience. I know that students would reap the positive rewards.

What might truly help me, as I am always looking for more classroom experiences, would be to visit and/or work with your class -- or perhaps you might direct me to one or more peers who may wish to work wtih me. That is why I asked where you teach. A former GVSU student of mine teaches in a charter school in Kalamazoo, and I plan to get out there next year to "guest teach" a writing workshop with her second graders. I figure the more I get out and talk with and observe teachers, the more I can learn and perhaps contribute to the field.

I am so glad you are charged up about writing -- it is easy to see from your writing that you love your work!


Mary Anna

[Deborah Lawrence]

Mary Anna,

I teach in Schoolcraft which is just 10 minutes south of Kalamazoo on 131. I would love to work with you this year and would love to hear what help I can be to you. I agree that the Writing Project is a life changing experience. Right now I am in the mode of reflecting on the experience and looking at how I can incorporate response groups, logging, guided writing groups and even more inquiry into my writing workshop for the upcoming year. I teach 3rd graders and they have loved the choice that I give them in writing workshop. We of course have GLCEs to contend with and particular genre work to address, but I have been working very hard to make writing meaningful and with an audience that is authentic. I am completely open to having you come and lead us in some writing workshop activities.. I am a life-long learner and would love to see what I can learn from your passion and experience. Let's keep talking.

Mary Anna Kruch said:

Debbie,

It was wonderful to hear from you, and thank you so much for sharing your experiences. Where do you teach and what level/s?

I have been teaching since 1973, and little by little I put together a process that worked for me, refining it as I went. Back then, there were no bells, no rules, NO STANDARDS, no mentors, and my methods classes at MSU were basically mastery learning! I attended a very traditional private school, but had one great high school teacher who modeled not the writing process so much as she worked with students and asked us what we thought rather than told us what to think-- the norm in the 1960s -- even figuring out what a writing assignment entailed was a major undertaking! Luckily, I had a few wise professors -- Lois Bader, Sheila Fitzgerald, and Lou Romano -- who took me under their wings in graduate school and took time to talk with me about their own writing processes! They are all exceptional human beings and outstanding writers, and each views teaching and learning as a child-centered process -- thank goodness! They have stayed in touch with me through the years and have mentored and supported me in many ways.

But it was when I took part in the Red Cedar Writing Project at MSU in 2001 that my teaching life was truly reborn! What a powerful experience! There are many reasons why the summer institute was life-changing, but I think the main one was that our group lived, breathed, taught, read, wrote, discussed, reflected upon, and took risks with writing -- that kind of immersion is what I wish ALL educators, including administrators, could experience. I know that students would reap the positive rewards.

What might truly help me, as I am always looking for more classroom experiences, would be to visit and/or work with your class -- or perhaps you might direct me to one or more peers who may wish to work wtih me. That is why I asked where you teach. A former GVSU student of mine teaches in a charter school in Kalamazoo, and I plan to get out there next year to "guest teach" a writing workshop with her second graders. I figure the more I get out and talk with and observe teachers, the more I can learn and perhaps contribute to the field.

I am so glad you are charged up about writing -- it is easy to see from your writing that you love your work!


Mary Anna

[Mary Anna Kruch]

Debbie,

Working with you and Dana Calloway (she's an MTCE and an MCTE ning member) would be wonderful!

I will be in touch.

Mary Anna :-)

Deborah Lawrence said:

Mary Anna,

I teach in Schoolcraft which is just 10 minutes south of Kalamazoo on 131. I would love to work with you this year and would love to hear what help I can be to you. I agree that the Writing Project is a life changing experience. Right now I am in the mode of reflecting on the experience and looking at how I can incorporate response groups, logging, guided writing groups and even more inquiry into my writing workshop for the upcoming year. I teach 3rd graders and they have loved the choice that I give them in writing workshop. We of course have GLCEs to contend with and particular genre work to address, but I have been working very hard to make writing meaningful and with an audience that is authentic. I am completely open to having you come and lead us in some writing workshop activities.. I am a life-long learner and would love to see what I can learn from your passion and experience. Let's keep talking.

Mary Anna Kruch said:

Debbie,

It was wonderful to hear from you, and thank you so much for sharing your experiences. Where do you teach and what level/s?

I have been teaching since 1973, and little by little I put together a process that worked for me, refining it as I went. Back then, there were no bells, no rules, NO STANDARDS, no mentors, and my methods classes at MSU were basically mastery learning! I attended a very traditional private school, but had one great high school teacher who modeled not the writing process so much as she worked with students and asked us what we thought rather than told us what to think-- the norm in the 1960s -- even figuring out what a writing assignment entailed was a major undertaking! Luckily, I had a few wise professors -- Lois Bader, Sheila Fitzgerald, and Lou Romano -- who took me under their wings in graduate school and took time to talk with me about their own writing processes! They are all exceptional human beings and outstanding writers, and each views teaching and learning as a child-centered process -- thank goodness! They have stayed in touch with me through the years and have mentored and supported me in many ways.

But it was when I took part in the Red Cedar Writing Project at MSU in 2001 that my teaching life was truly reborn! What a powerful experience! There are many reasons why the summer institute was life-changing, but I think the main one was that our group lived, breathed, taught, read, wrote, discussed, reflected upon, and took risks with writing -- that kind of immersion is what I wish ALL educators, including administrators, could experience. I know that students would reap the positive rewards.

What might truly help me, as I am always looking for more classroom experiences, would be to visit and/or work with your class -- or perhaps you might direct me to one or more peers who may wish to work wtih me. That is why I asked where you teach. A former GVSU student of mine teaches in a charter school in Kalamazoo, and I plan to get out there next year to "guest teach" a writing workshop with her second graders. I figure the more I get out and talk with and observe teachers, the more I can learn and perhaps contribute to the field.

I am so glad you are charged up about writing -- it is easy to see from your writing that you love your work!


Mary Anna

[Natalie Tomlin]

Hi there Mary Anna and the other teachers who have posted,

What a great conversation! I participated in the Eastern Michigan Writing Project this summer and found it to be life changing as well! I teach first year composition at EMU (I've also taught high school in the past) and now find myself writing with my students more often than not. The biggest effect this has on my teaching is my new found empathy into my student's experience as writers. In other words, by personally completing the assignments I give, I notice the pitfalls or strengths of the assignment and adjust accordingly. This gives a whole new meaning to 'don't assign papers you don't want to grade.' Further, EMWP helped me refocus as a writer and I am now constantly reflecting on what works best for me in my writing process and how these discoveries might transfer to my teaching. The answers are always complex. For instance, recently, I took students through outlining--not as a means of constraining their work but instead to give them ideas and space to brainstorm. After the lesson I found myself reflecting on outlining--is it a practice I find helpful as a writer? Actually, no. So what does this mean for my teaching?

Mary Anna, what I find most compelling about your question is the connection between how teachers are taught and how they in turn teach. My research for my MA is somewhat along that vein. I am interested in the gaps between what we teachers experience as writers and the way in which we teach writing. Do I teach outlines simply because they are the status quo? Or do teach them because I use this them in my own writing practice?

I think questions like these are so key in our practice. We know that education evolves slowly and I am in agreement with your theory that we often teach in the way we were taught, no matter how well-meaning we are. I suppose this is akin to parenting in the way you were raised. Is this why I hear my mother in my voice? :) However, there seems to be hope. By reflecting we might start to absorb best practice at a faster rate!

I could talk forever. I'm wondering if I might be able to talk to you further. It would be extremely helpful for my research.

[Mary Anna Kruch]

Hello, Natalie,

Thank you for adding to the discussion, and yes, you and I can dialog further. Will you be attending the MCTE Autumn Assembly 2009 on Friday, October 30 in Lansing? That would be one place we could start. Attending NCTE in Philadelphia? That's another place. Becky Sipe is a good friend, and we have been trying to do lunch, so if I get to your area, I will let you know. In the meantime, here's my e-mail: [e-mail]. Feel free to contact me.

P. S. I think you teach outlining if you find it is purposeful for students in a particular writing assignment. I think that presenting many ways to organize thoughts facilitates writing. That can include outlines, flow charts, concept maps, and computer programs such as Inspiration. Students then have a tool box from which to choose when they are set to write. Personally, I make lists, outlines, take notes, and then begin writing, sometimes checking back! Just the act of placing my thoughts in some kind of order gets me on the right track. Consider your own learning style as a writer and bring these to your students for their consideration. There's always more than one way to approach this!

Best wishes,
Mary Anna
Natalie Tomlin said:

Hi there Mary Anna and the other teachers who have posted,

What a great conversation! I participated in the Eastern Michigan Writing Project this summer and found it to be life changing as well! I teach first year composition at EMU (I've also taught high school in the past) and now find myself writing with my students more often than not. The biggest effect this has on my teaching is my new found empathy into my student's experience as writers. In other words, by personally completing the assignments I give, I notice the pitfalls or strengths of the assignment and adjust accordingly. This gives a whole new meaning to 'don't assign papers you don't want to grade.' Further, EMWP helped me refocus as a writer and I am now constantly reflecting on what works best for me in my writing process and how these discoveries might transfer to my teaching. The answers are always complex. For instance, recently, I took students through outlining--not as a means of constraining their work but instead to give them ideas and space to brainstorm. After the lesson I found myself reflecting on outlining--is it a practice I find helpful as a writer? Actually, no. So what does this mean for my teaching?

Mary Anna, what I find most compelling about your question is the connection between how teachers are taught and how they in turn teach. My research for my MA is somewhat along that vein. I am interested in the gaps between what we teachers experience as writers and the way in which we teach writing. Do I teach outlines simply because they are the status quo? Or do teach them because I use this them in my own writing practice?

I think questions like these are so key in our practice. We know that education evolves slowly and I am in agreement with your theory that we often teach in the way we were taught, no matter how well-meaning we are. I suppose this is akin to parenting in the way you were raised. Is this why I hear my mother in my voice? :) However, there seems to be hope. By reflecting we might start to absorb best practice at a faster rate!

I could talk forever. I'm wondering if I might be able to talk to you further. It would be extremely helpful for my research.