Writing Workshops
What is a writing workshop1?
The writing workshop is a method of organizing classroom writing instruction that provides a
block of time devoted to student planning, drafting, and editing of compositions for publication.
This block of time is composed of three components—a mini-lesson, a writing period, and group
sharing.2 While Atwell (####) and Caulkins’s (####) frameworks offer one way to integrate
writing workshop instruction into elementary and middle grade classrooms…
 Address how this draws from Atwell, Caulkins, but this does not need to be exactly as
described, esp. with regard to the emphasis on “free writing?”
 Staff Development needed
o Claire: Safari Montage videos?
o Bonnie has a PPT and videos of a model writing workshop classroom lesson
What are the benefits and challenges of this instructional model?
NEED: comment about desire for regularity, timeframes, recommendations (resource
sheets?), suggestions for implementation in multiple scheduling contexts?
Mini-Lesson: The Writing Workshop begins with a mini-lesson in which the teacher provides
direct instruction on a specific topic related to effective writing. Mini-lessons often concentrate
on:
 Procedural matters such as the structure of the writing workshop, small group work, or
time management.
 Literary concepts such as author’s style, purpose, figurative language, or developing
characters, setting, and plot.
 Writing skills and strategies such as punctuation, language usage, brainstorming, or
outlining.
A review of students’ writing samples provides information regarding skills needed to be taught
or revised during mini-lessons. Teacher created samples, as well as student writings, should
serve as models during these instructional periods.
Writing Period: The majority of the Writing Workshop time is spent with students actively
involved in writing. It is during the writing period that students select a new topic for writing or
continue a work in progress. Students are in various stages of the writing process during this
time. The writing period offers the teacher an opportunity to observe and conference with
students regarding their writing performance. Individual student conferences or small group
focus sessions may be conducted during this time.
Sharing: Students gather to share their writings during the last portion of the writing workshop.
This provides students with the opportunity to share their writings with a real audience and to
receive immediate feedback. The students should have an opportunity to share “works in
progress,” as well as work that is ready to be published. After the students share what they have
accomplished during the writing period, the Praise, Question, Polish (PQP) strategy may be used
1
2
See http://www.ttms.org/PDFs/05%20Writers%20Workshop%20v001%20(Full).pdf
See BCPS Kindergarten Spring (March 2008) curriculum, “Writer’s Workshop Template” (48-52)
Baltimore County Public Schools
Office of English Language Arts
page 1 of 3
Summer 2011
DRAFT
to structure the peer response3. Responding to student writing is an effective strategy to
highlight the importance of clearly communicating ideas and to extend critical thinking skills.
Praise: The author reads the draft aloud. The peer-responders cite at least three positive
qualities of the written product.
 My favorite sentence was…
 I like the way you…
 You made me think about…
Question: The peer-responders will ask at least one question. Having the passage reread
may be necessary for focusing questions.
 What happened next?
 What was your favorite part?
 Where did this happen?
Polish: The peer-responders offer possible solutions to the questions.
 You might want to expand upon how you felt about…
 You might want to change the order of…
 You could add a paragraph to describe the setting.
In addition to using this sharing time for whole class responding, students can also use
the PQP strategy within small groups.
What adaptations to the format could be made?
 Discuss the need to begin with a manageable, efficient introduction for students (Twitter
post, not a 5-7 page literary analysis essay)
Professional Development idea: In place of _________, try _________.
3
See Resource Sheet: “Sample peer review and comments sheet”
Baltimore County Public Schools
Office of English Language Arts
page 2 of 3
Summer 2011
DRAFT
Gradual release of responsibility model
The gradual release of responsibility model4 entails several lesson components: direct
instruction, guided practice, and independent application.
Direct Instruction (5-15 minutes): The teacher introduces, explains, and models a
writing skill or strategy.
Guided Practice (5-15 minutes): Students practice the skill or strategy with teacher
guidance and feedback.
Independent Practice (5-15 minutes): Students independently apply the skill or strategy
on a formative assessment or a piece of writing.
The gradual release of responsibility may be implemented within relatively short timeframes.
Practice and application of the skill or strategy may and should extend to writing across the
curriculum. In addition, this model is well-suited to instruction of discrete skills or strategies. A
representation, but not exhaustive, list of discrete skills follows.
 Commas in a series
 Subject-verb agreement
 Composing an enticing lead
 Developing a satisfying conclusion
4
See https://secure.ncte.org/library/NCTEFiles/Resources/Books/Sample/52119chap01_x.pdf
Baltimore County Public Schools
Office of English Language Arts
page 3 of 3
Summer 2011
DRAFT