Language Arts - Writing Workshop, Nov 2004

Donald Graves reflects on what he has learned about writing since Writing: Teachers and Children was first published in 1982. He highlights two aspects of his learning--learning that is new and learning that still remains true. He discusses teachers he has learned from, including Nancie Atwell, Mary Ellen Giacobbe, Linda Rief, Tom Romano, and Karen Ernst, as well as academics like Frank Smith, Tom Newkirk, Donald Murray Shirley Brice Heath, Lucy Calkins, Jane Hansen, and Camille Allen. He also shares how he continues to learn about writing and teaching from professionals like Neil Simon and James Carroll. In addition, sometimes children are his best informants as they raise questions and provide insights into the best ways to teach.

This article provides an overview of what makes a good writing workshop through a grandmother’s wishes for her own grandchild and, by implication, for all children. Written as a letter to her granddaughter, the grandmother reflects on the kinds of writing classrooms she hopes her granddaughter will experience when she goes to school, specifically classrooms that will sustain the child’s love for writing while helping her to write more effectively. Using a letter format and the tender tone of a grandmother, the author provides readers with a look at the “big picture” of what really matters for children as writers.

A close look at the writing of one first grader, Cauley, reveals the extent to which good teaching has supported him to produce quality writing and to develop a strong sense of authorship.

This article is grounded in literacy as social practice and focuses on the theme of “seeing differently” -- particularly seeing writing instruction differently.

With increasing accountability measures based on test scores, teachers face challenges that require many to abandon their teaching methods and follow programs that are tailored to increase standardized test scores.

How can teachers help their students write effectively and purposefully in a variety of genres despite the challenges of increased testing and curriculum mandates?

This article identifies the books honored as the best among children’s nonfiction published in 2003.