Writing Workshop is a strategy-based instructional model of teaching writing. This means that students learn explicit writing strategies which can then be transferred into their own writing pieces. It may be helpful to imagine a writing workshop as an art studio (which in some sense, it is!) In an art studio, a teacher might show a particular technique for painting pottery. Students around the studio can apply this technique to their various creations of all shapes and sizes. The teacher then follows-up with students as they continue to work and create.

The workshop model recognizes that, in order to achieve maximum success, writing instruction must be differentiated (that is, each students’ individual needs must be addressed.) While teachers plan various units of study for the class as a whole, each student generates his or her own story ideas and writing topics. For example, during a unit on informational books, one student may research and write about horses, while another student compiles information about weapons used during the Civil War. A third may choose to explore endangered species in our National Parks. When students are able to choose their own areas of focus, it generates an unmatchable level of writing engagement and enthusiasm. The class often takes on the buzz of a newsroom, as students prepare to plan, draft, revise, edit, and publish their pieces.

The strategies we teach are organized within specific units of study. At each grade level, from K-8, you can expect to see at least three types of writing: narrative (story-telling), informational, and opinion/persuasive. Strategies specific to the grade-level/type of writing are addressed throughout the unit. During a narrative fiction unit, for example, one strategy may involve crafting (and punctuating) realistic dialogue; another might address revealing a character through small actions. Within an informational unit, one strategy might involve learning to transition smoothly between subsections, or creating text features (such as tables, charts, and graphs) which will help to support readers. Whether a student is writing about the Titanic disaster or the achievements of Michael Phelps, these strategies will enhance his or her efforts.

Some units of study naturally support certain types of skills. That is, teachers might talk about developing setting during a narrative unit, while focusing instead on developing convincing arguments during a persuasive essay unit. Each unit, however, goes through a “cycle” known as the "writing-process." This cycle is comprised of generating ideas, planning, drafting, revising, and editing. Teachers will teach skills related to all cogs on this wheel, with each phase taking from 2-6 days. Sometimes parents wonder where grammar and punctuation lessons “fit” into Writing Workshop. These lessons often occur both during the editing phase of each unit, and (at other times) as stand-alone lessons.

Components of the Writing Workshop:

Time Component

10 minutes Mini-lesson

20-30 minutes Independent Writing, as well as Conferring, Small Group Instruction, and/or Assessment

5 minutes Share

Mini-lesson: During the time, the teacher will teach students a specific writing skill or strategy. During a Research Essay unit, for example, a teacher may show how to create a certain tone through word selection. That is, if we are arguing that sharks should be a protected species, we may use words like “majestic” or “magnificent” in our essay. If we are anti-shark, we may use instead use words like "beast" or "monster." Though these words aren’t technically a part of the argument, they help to set a tone.

Independent Writing: Following the Mini-lesson, students will research, note-take, and/or write independently for 20-30 minutes. They may also use this time for peer revision and/or peer editing. While the students work, they may apply the just-taught strategy, or perhaps apply other strategies from their writing “toolkit.”

While students are working independently, the teacher is usually engaged in one of the following:

1. Conferring with individual students: This is the core of Writing Workshop. During this time, a teacher is able to determine the student’s understanding of recently-taught strategies, as well as teach a new skill specific to that child’s needs. For one writer, that skill might involve a spelling strategy; for another, it might involve showing how to move time with more subtlety (rather than, “the next day…the day after that…”) Naturally, the lesson depends on the student’s skill level as a writer in that particular unit. It is not uncommon for a student to be particularly strong in one area (perhaps informational writing), while struggling in another.
2. Facilitating a small group lesson: If some students are struggling with a similar skill—say, weaving a quotation into a Literary Essay—then the teacher will pull a small group together and re-teach the lesson from a different angle, using new examples.

Share: Following the block of time allotted for Independent Writing, teachers will often conduct a “share.” During this time, students can share their successes or struggles with a particular strategy. These shares are often instructional in nature as well. For example, the teacher may have presented a mini-lesson showing how to use a timeline as one tool for planning narrative writing. During the “share,” a student may show the class how he or she used a story board or a mini-book to plan instead. Everyone benefits from this sharing of ideas.

Students are assessed on all elements of the writing process, rather than the final product alone. Classes will often have a “Publication Party” or "Author Celebration" at the end of each unit, giving students the chance to enjoy other’s writing. This celebration provides an authentic audience for their writing efforts, acting as a powerful motivator for each writer to strive for his or her best.