Building a Writing Community Teacher Study Guide - Maupin House ...

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Session Three Editing and Publishing: Chapters VII-VIII Guiding Quote: “Editing comes after revision and before publishing. Only about 30% or writing in your classroom writing workshop needs to be edited. You and your young writers should determine how much and how often work should be published; 10% is sufficient.” Discussion Questions: 1. Why is editing an important part of the writing process? 2. What is the difference between revision and editing? 3. Discuss some of the models for editing that are effective in the writing workshop process? 4. Why do students need to publish their writing? What are some of the suggested modes for published work? Workshop Activity: Model Lesson: Class Edit Model Prior to the lesson: Photocopy reproducible #14 for each participant. If possible, create a transparency of the sample to model the lesson. 1. Follow the lesson plan for Class Model Edit on page 96. 2. Discuss the benefits of this lesson and how it could be modified for future use. 3. Review the procedures for editing by ear on page 98. Discuss how this strategy would meet the needs of student writers. 4. In small groups, read the information about publishing student work and be prepared to share key ideas with the whole group. Classroom Implementation: Review the various techniques for editing and publishing student writing. Survey the lessons and activities and develop a plan for instruction. Looking Ahead: Be prepared to discuss the successes and challenges of implementing the activities or lessons. Encourage teachers to bring student samples to the next session to facilitate discussion.
Session Four Writing Craft, Narrative Writing, Expository Writing, and Persuasive Writing: Chapters IX-XI Guiding Quote: “Writers, like scientists, artists, philosophers, and comedians are observers of the world. They notice and record their observations enlightening and entertaining the rest of us.” (page 126) Discussion Questions: 1. What are composing skills and why are they important? 2. What are some of the major characteristics and techniques associated with narrative writing? 3. What are the similarities and differences between narrative and expository writing? 4. What are the three components of a persuasive piece of writing? Workshop Activity: 1. Divide participants into four groups. Assign each group one of the following topics: writing craft, narrative writing, expository writing, and persuasive writing. Have each group read and discuss the assigned chapter and identify key ideas and strategies. If possible, identify resources or professional books available that may support each part of the process. 2. Allow each group to present a brief overview of their assigned topic identifying specific tips for implementation and any known resources available. 3. Identify any challenges or barriers that need to be overcome in order to successfully implement a lesson or idea. Classroom Implementation: Choose a particular type of writing and assist students using the writing workshop model. Implement at least one new idea or strategy from the chapters. Looking Ahead: Be prepared to discuss the successes and challenges of implementing the activities or lessons. Encourage teachers to bring student samples to the next session to facilitate discussion.
Page 1 and 2: Building a Writing Community: A Pra
Page 3: Session Two Drafting, Response, Rev

Building a Writing Community Teacher Study Guide - Maupin House ...

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