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ERIC Number: ED371390
Record Type: RIE
Publication Date: 1994-Aug
Pages: 5
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Four C's, Tradition, and the Workshop Approach.
Stephens, Liz C.
Texas Reading Report, v17 n1 p1,6-8 Aug 1994
The hallmark of the reading/writing workshop approach is its flexibility--its accommodation to the unique creativity of every student and of every teacher across a landscape of unique and distinct classroom communities. From the collective works of leading proponents, the following principles for workshop teachers can be liberally abstracted: the reading/writing workshop teacher is a facilitator, mediator, and mentor; the teacher reads, writes, and learns with the students; reading and writing are not separate subdisciplines; and reading/writing workshop students are trusted to construct and direct their own learning. The traditional approach to instruction can be reduced to a brief analysis of four "C's": a canon of privileged works of literature; a curriculum which is clearly defined and carefully structured; classification of students according to whether they achieved the skills; and teacher as conductor of an orchestra, overseeing the transmission of knowledge to students. Generalized features of the workshop approach can be loosely classified under four more "C's": choice, allowing students to choose what to read and how to interpret it; collaboration, the sharing of responses, ideas, drafts, and finished written products; cultural diversity, encouraging students to bring to the classroom context their knowledge of different social and cultural communities; and charter, a coalition of readers and writers, teachers and learners, that binds the members toward a common goal. What often emerges as teachers implement a reading/writing workshop is a blend of the two versions of the four C's. (Contains 12 references.) (RS)
Publication Type: Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A