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ERIC Number: EJ860811
Record Type: Journal
Publication Date: 2009-Oct
Pages: 6
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0034-0561
Writing Partnerships
Hsu, Cathy
Reading Teacher, v63 n2 p153-158 Oct 2009
In the writer's workshop, teachers are highly challenged after the minilesson during the independent writing time. In that segment, teachers are confronted by the demands of conferencing with numerous students and responding to writing in a limited amount of time. Writing partnerships link students in long-term pairs, resulting in two valuable changes to the workshop. First, the independent writing time is stabilized as students are redirected, turning to one another rather than the teacher for support. Second, by promoting frequent partner conferencing, writing partnerships significantly increase student practice giving feedback. During implementation, teachers need to establish clear expectations, teach effective feedback strategies, and post charts in order to foster productive partner dialogue yearlong. In partner conferences, students are engaged in powerful discussion while strategic teacher participation stimulates partner talk and thinking. The format is simple to implement yet significant in impacting the writer's workshop and writers. (Contains 3 tables and 3 figures.)
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A