Entry 2

As I began the process of reflecting on my past experiences writing in my own education, I noticed that I was struggling to recall specifics surrounding my K-12 instruction. I find this interesting, because I know much of what I have learned is reflected in my writing today. I don’t specifically remember the design of a writer's workshop, as illustrated in this week's texts. However, as I dig deep, I can remember aspects of the workshop design. I remember the drafting and revising stages were emphasized heavily. All of my writing, even in high school, remained on paper, whereas now I type basically everything, so this process looked a bit different. I remember inserting, removing and rephrasing my writing using symbols, similar to the proofreading symbols that Tompkins (2012) notes on page 5 in chapter 1. The writing process looked a lot messier, compared to ease of revising and editing on a computer. I think there is beauty in that, in the scribbles, and crossing out that is seen when editing writing. I can see how the stages of the writing process helped me learn the value of slowing down. The idea that a piece of writing can always be improved was drilled into my brain, and as I read Tompkins (2012) and Calkins and Ehrenworth (2016), I can see how writers' workshops are based on this principle. As I read through my writing assignments today, I am always seeking to improve my writing, and I can attribute this to my early education. 

In 5th grade, I remember for the poetry unit we constructed a variety of poems, based on our own topics. I have always been intimidated by poetry, but the component of choice made this writing more enjoyable. Calkins and Ehrenworth (2016) describe how teachers can instill the “opportunity to write something meaningful to the individual…[because] choice continues to matter” (p. 9). This idea of choice has been taught throughout my education programs, both in undergraduate courses and graduate courses. I can remember how I appreciated it then as a student, and I still appreciate it now as both a graduate student and teacher. For the poetry unit, we wrote final versions of our poems and drew pictures to decorate our pieces. Our teacher created poetry books that we could take home. This was a way to publish our work, and share the final outcome, first with our class, and then with our families. Publishing our poems was a way for the class to, “focus...on celebrating completed writing projects” (Tompkins, 2012, p. 19). 

Sharing writing and utilizing writing tools like checklists are aspects of the writing process that I have seen a lot in classrooms during my Clinical Assistant placement. Students will be given a broad topic, that they can take in whichever direction they'd like. This instills that principle of choice, while still offering some guidance. I have just begun pushing into a 1st grade classroom at my placement and noticed that they have a writing workshop in the mornings. I am curious to observe their workshop and recognized it on their schedule immediately after reading our texts. I think the writing workshop design is very present in schools and is a valuable way to prepare and guide students in becoming skilled writers. 

Reference

Calkins, L. & Ehrenworth, M. (2016).  Growing extraordinary writers:  Leadership decisions to 

raise the level of writing across a school and a district.  The Reading Teacher, 70(1), 7-

18.