Blog 5: Feedback

When I look at all of the stages of writer’s workshop Tompkins tell us, I would have to say that one of my favorites in the publishing stage. I love being able to take pride in the work that I created and share it with others. I love the idea of taking my writing piece and publishing it either online as a blog or bind it into a small book. One of my favorite activities in elementary school is when we made a class book out of all the pieces that we wrote throughout the year.

Even though I love sharing my published pieces, I get really nervous about publishing them. I struggle with choosing that right word to express my idea or making the sentence flow smooth enough. I will always give my papers to at least one person to read before I submit it. I love getting feedback from my friends or family on how I can make my writing stronger. By having another set of eyes reading the piece, they can see things that I might have missed. 

I used to be scared to read the feedback that I would get on paper. I would look at what I got for a grade and ignore any other writing. I always thought that the more writing you had on your paper as feedback, the more you did wrong. Over the years, I have learned that the amount of feedback you receive does not determine your grade. I have learned that not all the feedback teachers write on papers is bad or about things that you need to change, some of the feedback might be about things that they liked. While student teaching, my fourth graders wrote poems about themselves using similes and metaphors. Along with giving them grades, I was able to give the students positive feedback on what ideas I liked. By giving each on a small personal note about their work, the students could tell that I took the time to read and think about their poems.

Along with implementing writer’s workshop into my classroom, I am going to implement time where students can exchange writing pieces and get feedback from their peers. Getting feedback from their peers will allow the students to be able to edit their writing before they hand it in. Philippakos says ”There are number of positive outcomes from the application of this approach, but perhaps the most important one is that the reciprocal aspect of peer review can potentially affect students awareness of the readers needs as the writer can anticipate the audience’s reaction” (Philippakos, 2017, p.14).  When I give my paper to a friend to peer review, I look at their face as they read to see if they would react the same way while reading certain sections.

Peer review is a great tool and strategy to use in the classroom but it has to be taught the right way so that the students value the time. Students need to be explicitly taught what they should be doing when they peer review a piece. Philippakos adds “Often, students do not value their partner’s comments as much as they would value their teacher’s comments, and students are not always able to identify problems in their peers’ papers” (Philippakos, 2017, p. 14). It is common for students to get in their group and read over their pieces but not know how to respond. Once they are done reading, they will get sidetracked and start having a conversation that is not related to anybody’s writing. In fact, I can admit that I have been guilty of this as well. By having a rubric or checklist that gives the students some suggestions to look for and talk about in the papers, they will stay focused.

In order for the students to know what they need to be doing and to make sure they have everything that you are looking for, they need a rubric to look at. Having rubric will let them know how you are going to grade their work so they can make sure they have included everything. I use to hate creating rubrics for my students because I struggled with deciding how to set it up. When I was younger I would only look at what the criteria was to get a perfect score and not read the rest of the rubric. I knew that I wanted to get a good score so I focused on what I had to do to get that.  

Feedback: The first secret john hattie reveled. The Australian society for evidence based teaching turning research into practical advice. [web page] http://www.evidencebasedteaching.org.au/crash-course-evidence-based-teaching/how-to-give-effective-feedback-to-your-students/

Tompkins, G. E.  (2019). Teaching writing:  Balancing process and product (7^th ed.).  Upper Saddle River, NJ:  Merrill.

Pilippakos, Z.A. (2017).  Giving feedback:  Preparing students for peer review and self-evaluation.  The Reading Teacher, 71(1), 13-22.  DOI: 10.1102/trtr.1568

Blog 1: "Teach the writer, then the writing"

Writer’s workshop is a great way to teach students new skills while still giving them the chance to free write. Tompkins (2019) introduces us to the five stages that are writer’s workshop. She states that the 5 stages are: Prewriting, Drafting, Revising, Editing, and Publishing (Tompkins, 2019).  Each one of the stages is important as it helps to guide the students through the writing process. However I do think that when it comes to teaching students new ideas, that it should be done in either the prewriting, revising or editing stage.

 

In the prewriting stage, students are brainstorming ideas of what they want to write about. This is where they think of what their topic is and what audience they are writing to. The prewriting stage is the stage that they start setting up what their writing is going to look like. This would be the perfect time to teach a mini lesson that might affect their writing. As a teacher, this would be the time that I would do a mini lesson on the different types of writing or how the writing should look like. For example, the prewriting stage would be the best time to teach a lesson on what a persuasive writing look like. It would allow the students to learn the skills they would need to write that type of piece before they actually started to write.

While in the revising and editing stage, students are able to go back and look at what they wrote and what they might want to change. The revision stage is for making any changes to the writing such as adding or deleting details, while editing is correcting any mistakes that were found. Both stages can be the perfect time for teaching students new skills that have to do with what they already wrote.  The students already have a product written and can use it while you are teaching them the new ideas and skills. For example, the revising stage would be the perfect place to do a mini lesson on how to organize your ideas to make them flow. The students can listen to the mini lesson and then look at their work to make sure that their ideas flow.

I knew that talking the time to prewrite and draft your papers were important, but I never realized how important they are. Tompkins (2019) mentions that “Writers participate in these activities during prewriting: Choosing a topic; Considering a purpose, audience, and form; Generating and organizing ideas for writing” (p.5). I never realized how important it is to think about what the purpose is of the writing that you are doing and the audience that you are writing for. The way you write differs depending on who you are writing for. Drafting is a great way to have students start the writing process. I feel like a lot of students get nervous to write because they think that their first copy has to be perfect. I love the idea that Tompkins (2019) mentioned about having the students skip lines while they are writing in this stage. It gives the students room so that that they can go back and make revisions within their writing. She also added “Similarly, they write on only one side of a sheet of paper so that the paper can be cut apart or rearranged during the next stage” (Tompkins, 2019, p.8). I really like that idea as it helps to show students how ideas can be moved around in the paper. By incorporating these ideas, my students would be able to enhance their ability to plan what they are writing. They would be able to write in a way that they are able to make changes and revisions.

My biggest challenge with running a writers/readers workshop is that every student is in a different stage with their work. I would always have a hard time remembering which student was in which stage and how I could help them. One of the recommendations Tompkins (2019) gives is to have a chart with all the stages so that the students can either clip their name on what stage they are in or put their popsicle stick in what stage they are in. This would allow me as a teacher to quickly see what stage everybody is in and give me a better idea of how I can help them individually.

Tompkins, G. E.  (2019). Teaching writing:  Balancing process and product (7^th ed.).  Upper

Saddle River, NJ:  Merrill.

Preston, C. Writer’s workshop clip chart. Organized classroom, less stress more effectiveness for teachers. https://organizedclassroom.com/writers-workshop-clip-chart/

(2011). Prewriting strategies. KU writing center. Create. Compose. Communicate. http://writing.ku.edu/prewriting-strategies