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ERIC Number: ED354536
Record Type: Non-Journal
Publication Date: 1992-Mar
Pages: 9
Abstractor: N/A
Reference Count: N/A
The Teacher's Role in the Writing Workshop.
Montgomery, Nancy
In carrying out a successful writing workshop, careful attention must be given to the proper role and function of the teacher. Research indicates the power of extended peer response to writing and the benefits of writers talking with their peers about their writing. To construct more specific guidelines for the function of teachers in writing workshops, a study was undertaken at a university whose writing program strongly encourages the use of writing workshops. The workshop activities of three teachers were observed over the course of an entire semester. Results show that planning for workshops must give priority to the essential acts of collaboration: student sharing; mirroring; discussing strengths, weaknesses and form; and making suggestions. A priority for these teachers is helping students acquire a useful metalanguage for talking about their writing. Another priority for these successful workshop instructors is the creation of an interpersonal climate in the classroom. Instructors using workshops must clearly facilitate the specific agenda for each session. Teacher support and valuing of student ideas are key elements. Numerous episodes and transcriptions of classroom dialogues and teacher interviews demonstrate the efficacy of these principles. In short, teachers who plan on using writing workshops should receive extensive training in: (1) how to establish a trusting environment that initiates and sustains writing; (2) how to share with students power and authority over their texts and responsibility for their own learning; (3) how to facilitate critical peer feedback; and (4) how to support definite plans for change once appropriate peer commentary is offered. (HB)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A