Effective Resources for the Writing Classroom
from NCTE INBOX 2-26-08

The most effective writing activities focus on authentic writing situations and provide student writers with a wide range of support, ranging from specific resources like books, handouts, and graphic organizers, to feedback and support from a community of writers. The following NCTE journal articles share great writing activities, ready to use in the classroom.

A writing workshop is one of the best ways to encourage young writers in the classroom. Read Katie Wood Ray's "Why Cauley Writes Well: A Close Look at What a Difference Good Teaching Can Make" (E) from Language Arts for details on how one student produced quality writing and developed a strong sense of authorship. The article outlines 11 units of study in the writing workshop, all written to teach writers rather than writing.

The Voices from the Middle article "Reaffirming the Writing Workshop for Young Adolescents" (M) describes how to introduce middle level students to the strategy. The article focuses on teaching tools for introducing students to the format, effective mini-lessons, writing modes that promise variety, and the importance of conferencing and publishing student writing.

Read how research and mapmaking lead to writing and presentation in the Classroom Notes Plus article "Inquiry and Research through the I-Journey Project" (S). By the time the I-Journey project culminates later in the year, students will have participated in a variety of literacy activities -- freewritings, readings, research, mapmaking, writing, revising, and presenting -- all to bring to life their I-Journeys, trips they envision and embark on through imagination and writing.

The Teaching English in the Two-Year College article "Assignments by Design" (C) asserts that effective assignment design for writing classes unfolds at the crossroads of theory and practice; instruction and reflection; and experience and serendipity. The article includes details and reflections on four different writing assignments.

"Living in, Learning from, Looking Back, Breaking through in the English Language Arts Methods Course: A Case Study of Two Preservice Teachers" (TE) from English Education follows two preservice elementary teachers through a semester-long methods course and reveals how they developed positive, clear images of themselves as writing teachers through active reflection and engagement in the course.

NOTE: Free access to journal articles mentioned in this INBOX is provided for 21 days. After this free access period expires, articles are available to journal subscribers only. This Inbox Idea was published 2-26-08.

Initials in annotations indicate academic level of the resource (E=Elementary, M=Middle, S=Secondary, C=College, TE=Teacher Education, G=General).

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