The Writing Workshop: Establishing a Year-Round Writing Environment In Your Classroom Rus...

The Writing The Writing Workshop:Workshop:

Establishing a Year-Round Writing Establishing a Year-Round Writing Environment In Your ClassroomEnvironment In Your Classroom

Rus VanWestervelt, T-C ‘89, Rus VanWestervelt, T-C ‘89, HCPSSHCPSS

August 20, 2014August 20, 2014

Rus VanWesterveltRus VanWestervelt

1989: MWP Teacher-Consultant1989: MWP Teacher-Consultant 1999-Present: TU/HCC/CCBC Instructor1999-Present: TU/HCC/CCBC Instructor 2003: MFA in Creative Nonfiction, Goucher2003: MFA in Creative Nonfiction, Goucher 2003-Present: Centennial High School2003-Present: Centennial High School Blogger, Writer, Photographer, AuthorBlogger, Writer, Photographer, Author Entering Year 27 of TeachingEntering Year 27 of Teaching

Common Core Alignment-ACommon Core Alignment-A

Production and Distribution of Writing:Production and Distribution of Writing: CCSS.ELA-Literacy.W.9-10.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Common Core Alignment-BCommon Core Alignment-B

Production and Distribution of Writing:Production and Distribution of Writing: CCSS.ELA-Literacy.W.9-10.5

Develop and strengthen writing as needed by Develop and strengthen writing as needed by planning, revising, editing, rewriting, or planning, revising, editing, rewriting, or trying a new approach, focusing on trying a new approach, focusing on addressing what is most significant for a addressing what is most significant for a specific purpose and audience. specific purpose and audience.

(This addresses both the writer and the writing)(This addresses both the writer and the writing)

Common Core Alignment-CCommon Core Alignment-C

Production and Distribution of Writing:Production and Distribution of Writing: CCSS.ELA-Literacy.W.9-10.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

(in any Workshop, the intent is to publish)(in any Workshop, the intent is to publish)

What’s On The Journey. . .What’s On The Journey. . .

MetacognitionMetacognition What Type Of Writer Are You?What Type Of Writer Are You? Establishing A Routine Establishing A Routine Making The Decision To PublishMaking The Decision To Publish Workshopping Our WritingWorkshopping Our Writing Editing Our WritingEditing Our Writing Publishing Our WritingPublishing Our Writing

W I I F MW I I F M

Cornell Notes might be Cornell Notes might be a great idea while a great idea while

WIIFMing…WIIFMing…

;);)

Part I: The Confident WriterPart I: The Confident Writer

The Writing Workshop: The Writing Workshop: A (Meta)Cognitive ShiftA (Meta)Cognitive Shift

We need to *stop* thinking of a writing workshop in We need to *stop* thinking of a writing workshop in isolation – something that is done in one unit, or worse, isolation – something that is done in one unit, or worse, between units. between units.

Establishing the year-round Writing Workshop is a Establishing the year-round Writing Workshop is a shift in thinking for both teachers *and* students:shift in thinking for both teachers *and* students:

TEACHERS provide opportunities for an ongoing TEACHERS provide opportunities for an ongoing focus on the meta-process of writing; and focus on the meta-process of writing; and

STUDENTS own the responsibility of writing with STUDENTS own the responsibility of writing with confidence in a style and process that is consistent with confidence in a style and process that is consistent with their learning, thinking, and writing modalities.their learning, thinking, and writing modalities.

Solving The Great Car RaceSolving The Great Car Race The Great Car RaceThe Great Car Race

““A” Person is the PerformerA” Person is the Performer ““B” Person is the RecorderB” Person is the Recorder ““A” Solves the problem thinking out loudA” Solves the problem thinking out loud ““B” Records everything “A” does, saysB” Records everything “A” does, says

The GREAT CAR RACEThe GREAT CAR RACE

Five people competed in a car race. Bill did Five people competed in a car race. Bill did not come in first. Don was neither first nor not come in first. Don was neither first nor last. Sue came in one place after Bill. Jane was last. Sue came in one place after Bill. Jane was not second. Walt was two places behind Jane. not second. Walt was two places behind Jane. There were no ties. There were no ties.

In what order did they finish?In what order did they finish?

The GREAT CAR RACEThe GREAT CAR RACEAnswer:Answer:

1.1. JaneJane

The GREAT CAR RACEThe GREAT CAR RACEAnswer:Answer:

1.1. JaneJane

2.2. DonDon

The GREAT CAR RACEThe GREAT CAR RACEAnswer:Answer:

1.1. JaneJane

2.2. DonDon

3.3. WaltWalt

The GREAT CAR RACEThe GREAT CAR RACEAnswer:Answer:

1.1. JaneJane

2.2. DonDon

3.3. WaltWalt

4.4. BillBill

The GREAT CAR RACEThe GREAT CAR RACEAnswer:Answer:

1.1. JaneJane

2.2. DonDon

3.3. WaltWalt

4.4. BillBill

5.5. SueSue

What is Metacognition?What is Metacognition?

Meta--derived from ancient Greek; “pertaining Meta--derived from ancient Greek; “pertaining to” or “about”to” or “about”

Metacognition: knowledge about cognitionMetacognition: knowledge about cognition Knowledge about learning *and* about how to Knowledge about learning *and* about how to

use that learning by applying it to future use that learning by applying it to future activitiesactivities

Empowering MetacogsEmpowering Metacogs

We can empower our students to become We can empower our students to become autonomous in THREE ways:autonomous in THREE ways:

1. Identify the Type of LEARNER1. Identify the Type of LEARNER 2. Identify the Type of THINKER2. Identify the Type of THINKER 3. Identify the Type of WRITER3. Identify the Type of WRITER

We must provide opportunities to practice and We must provide opportunities to practice and refine how they learn, think, write.refine how they learn, think, write.

Empowering LearnersEmpowering Learners

Recognizing Learning ModalitiesRecognizing Learning Modalities Auditory (“That Auditory (“That sounds sounds good to me!”)good to me!”) Visual (“That Visual (“That looks looks good to me!”)good to me!”) Kinesthetic (“That Kinesthetic (“That feels feels good to me!”)good to me!”) TactileTactile

YOUR TURN.YOUR TURN.

What kind of LEARNER are you?What kind of LEARNER are you?

Empowering ThinkersEmpowering Thinkers

Identifying Thinking StylesIdentifying Thinking Styles

Concrete/AbstractConcrete/Abstract

Sequential/RandomSequential/Random

Empowering Thinkers 2Empowering Thinkers 2

Concrete—Sequential Thinkers:Concrete—Sequential Thinkers:

Notice and recall details easily;Notice and recall details easily;

Need to organize tasks into step-by-step processes;Need to organize tasks into step-by-step processes;

Strive for perfection.Strive for perfection.

Concrete—Random Thinkers:Concrete—Random Thinkers:

Based in reality;Based in reality;

Have an experimental attitude.Have an experimental attitude.

Empowering Thinkers 3Empowering Thinkers 3

Abstract—Sequential Thinkers:Abstract—Sequential Thinkers:

Like to think in concepts and analyze information;Like to think in concepts and analyze information;

Typically philosophers and research scientists.Typically philosophers and research scientists.

Abstract—Random Thinkers:Abstract—Random Thinkers:

Organize information through reflection; Organize information through reflection;

Thrive in unstructured, people-oriented Thrive in unstructured, people-oriented environments.environments.

YOUR TURN.YOUR TURN.

What kind of THINKER are you?What kind of THINKER are you?

Empowering Writers:Empowering Writers:Roles and the Writing ProcessRoles and the Writing Process

MadmanMadman Ideas, uninhibited, feeling, energy Ideas, uninhibited, feeling, energy

ArchitectArchitect Paragraphs, structure, argument, thinking, intuitionParagraphs, structure, argument, thinking, intuition

CarpenterCarpenter Sentences, craft, acting, integrity, “doing the work”Sentences, craft, acting, integrity, “doing the work”

JudgeJudge Mechanics, audience, seeing, critical intellectMechanics, audience, seeing, critical intellect

(Betty S. Flowers, Language Arts, Vol. 58, No. 7, 10/81)(Betty S. Flowers, Language Arts, Vol. 58, No. 7, 10/81)

What Type of Writer?What Type of Writer?

Read the following passage, written by a 10Read the following passage, written by a 10 thth grade student, and determine what type of grade student, and determine what type of

writer this might be. writer this might be.

Lovern on Taking RisksLovern on Taking Risks "Dude, I'm not sure what I'm doing here so I'll just 'go with "Dude, I'm not sure what I'm doing here so I'll just 'go with

it.' And there it is. 'Go with it.' Three important words when it.' And there it is. 'Go with it.' Three important words when writing. That's what I learned about writing. Go with it. Yes, writing. That's what I learned about writing. Go with it. Yes, a writer needs to have control, have strong writing, develop a writer needs to have control, have strong writing, develop characters, plot, storyline, etc. Those are all things a writer characters, plot, storyline, etc. Those are all things a writer must [embrace], but to me the most important thing a must [embrace], but to me the most important thing a writer needs is the ability to just go with it. Have the writer needs is the ability to just go with it. Have the courage and charisma to take your writing down a path it's courage and charisma to take your writing down a path it's never traveled. Maybe it's the wrong path, maybe it's the never traveled. Maybe it's the wrong path, maybe it's the right one, who knows. At least you have the 'guts' to go right one, who knows. At least you have the 'guts' to go with it. A time where I just went with it was during my with it. A time where I just went with it was during my nonfiction narrative nonfiction narrative KissKiss. I had the opportunity to share a . I had the opportunity to share a story in my life. I took a risk and wrote about my first kiss. story in my life. I took a risk and wrote about my first kiss. By doing this I was able to open myself up."By doing this I was able to open myself up."

YOUR TURN.YOUR TURN.

What kind of WRITER are you?What kind of WRITER are you?

Metacognition and the Metacognition and the Writing WorkshopWriting Workshop

Empowering students to understand how they think—and that Empowering students to understand how they think—and that they are in control of what they do with that information—they are in control of what they do with that information—serves as the foundation for the creation of a healthy writing serves as the foundation for the creation of a healthy writing workshop. workshop.

It gives the student the space and the “permission” to be him or It gives the student the space and the “permission” to be him or herself without judgment. Then, it provides understanding to herself without judgment. Then, it provides understanding to why and how s/he is contributing to the writing environment.why and how s/he is contributing to the writing environment.

Finally, the purposes of writing transcend grades and Finally, the purposes of writing transcend grades and assessments.assessments.

““At the end of the year, I couldn’t stop. I can’t imagine not At the end of the year, I couldn’t stop. I can’t imagine not writing anymore than I can imagine not breathing.” ~lacey~writing anymore than I can imagine not breathing.” ~lacey~

The Daybook Essentials: QuerenciaThe Daybook Essentials: Querencia

Your Space, Your Home, Your Wanting Place Your Space, Your Home, Your Wanting Place (Heard)(Heard)

Writing Daily: Keep the Fountain Flowing Writing Daily: Keep the Fountain Flowing (that means us, too)(that means us, too)

Dare to Take Risks—YOU Are in ControlDare to Take Risks—YOU Are in Control The Discovery of Voice, Discovery of YouThe Discovery of Voice, Discovery of You Getting Small (Fletcher): It’s In the DetailsGetting Small (Fletcher): It’s In the Details Relevance: Suddenly, Everything MattersRelevance: Suddenly, Everything Matters

The Creative Daybook: The Creative Daybook: Watcher at the Gates…BE GONE!Watcher at the Gates…BE GONE!

YOUR Writing History (breaking down that first YOUR Writing History (breaking down that first wall)wall)

Brain Drain (Bridget Example)Brain Drain (Bridget Example) Free Write (general)Free Write (general) Vomit (specific, Lacey-”I knew no one would read Vomit (specific, Lacey-”I knew no one would read

it if I didn’t want them to.” mv2)it if I didn’t want them to.” mv2) Three Minutes (Prompt, writing small)Three Minutes (Prompt, writing small) In The Café (Prompt, writing cinematically)In The Café (Prompt, writing cinematically) Digging Deep (writing from experience)Digging Deep (writing from experience)

Auditory WritingAuditory Writing

Read aloud Edgar Alan Poe’s “The Bells” Read aloud Edgar Alan Poe’s “The Bells” Students WRITE as they hear the poem Students WRITE as they hear the poem

(Dave).(Dave). Students COMPOSE music depicting the Students COMPOSE music depicting the

poem (Melanie).poem (Melanie).

Questions?Questions?

MetacognitionMetacognition

Learning, Thinking, Writing StylesLearning, Thinking, Writing Styles

DaybooksDaybooks

PART II: The Quest For PART II: The Quest For PublicationPublication

Making The Decision To PublishMaking The Decision To Publish

Ready to take a piece to the “next level” and Ready to take a piece to the “next level” and share it with a larger audience.share it with a larger audience.

Recognizing and determining the audience.Recognizing and determining the audience. Beginning the process of revision.Beginning the process of revision.

Revising With IntentRevising With Intent

Workshopping The PieceWorkshopping The Piece

Establishing clear criteria using 6+1 TraitsEstablishing clear criteria using 6+1 Traits First: Self-Assessment (on Note Cards)First: Self-Assessment (on Note Cards) Second: Assessment with Partner (Written Second: Assessment with Partner (Written

Comments)Comments) Third: Assessment with Second PartnerThird: Assessment with Second Partner Fourth: Self-Assessment (in Daybook)Fourth: Self-Assessment (in Daybook) REVISEREVISE The writer owns the revision, rather than just “doing” The writer owns the revision, rather than just “doing”

what the critics suggestwhat the critics suggest

Shampoo, Rinse, RepeatShampoo, Rinse, Repeat

This process of workshopping with peers is This process of workshopping with peers is recursive.recursive.

Students visit writing “specialists” (Madmen, Students visit writing “specialists” (Madmen, Architects, Carpenters) for assistance.Architects, Carpenters) for assistance.

Students often go through 3, 4, even 5 rounds of Students often go through 3, 4, even 5 rounds of revisions to ensure they are succeeding in revisions to ensure they are succeeding in connecting with their target audience. connecting with their target audience.

This is often done outside of class, in addition to This is often done outside of class, in addition to the class time offered.the class time offered.

Editing The PieceEditing The Piece

Teacher Defines Skill For All StudentsTeacher Defines Skill For All Students Students Define Two More Skills For Students Define Two More Skills For

Improvement (self-identification of needs)Improvement (self-identification of needs) Other Evaluative Considerations:Other Evaluative Considerations:

AudienceAudience Visual or Auditory Presentation (how can I present Visual or Auditory Presentation (how can I present

in a way that is captured best by my mode of in a way that is captured best by my mode of delivery?)delivery?)

PublishingPublishing

Adds Authenticity To WritingAdds Authenticity To Writing Requires Confidence In WritingRequires Confidence In Writing Transcends Writing For A GradeTranscends Writing For A Grade Transfers To Assignments That Are Evaluated Transfers To Assignments That Are Evaluated

By TeacherBy Teacher Reinforces The Student As WRITER And Reinforces The Student As WRITER And

Establishes A Process For Product-Oriented Establishes A Process For Product-Oriented WritingWriting

Final ProductFinal Product

The Walden ProjectThe Walden Project

W/P/SW/P/SYour Turn: Your Turn:

What Will You Do In What Will You Do In Your Classroom?Your Classroom?

So What?So What? When we provide a safe environment for our When we provide a safe environment for our

students and encourage them to have a students and encourage them to have a querencia where they can learn and understand querencia where they can learn and understand how they think, experiment with language, how they think, experiment with language, take risks, and be in control of their writing take risks, and be in control of their writing and its outcomes, we provide a foundation for and its outcomes, we provide a foundation for lifelong learning that reaches far beyond our lifelong learning that reaches far beyond our classroom walls. We provide the opportunity classroom walls. We provide the opportunity for them to embrace the power of writing, and for them to embrace the power of writing, and use that power in any class, any profession use that power in any class, any profession long after they graduate. long after they graduate.