Our Ideal R/W Workshop --What it Requires Of Us and Our Classroom

ESTABLISHED RULES AND ROUTINES for Writing Groups (p. 15, p. 42)
finalized Session4 based on Comments from Students/approved Session 5  

When we meet as a group, the writer needs to....

• clarify where the writer is in the process (i.e., prewriting, drafting, etc.)
• writer should come prepared with questions to pose to her peers about the writing  (i.e., "I am not sure if I am capturing my audience well enough.  As I read, I would really like you to see if you can tell who I am writing to/for")
• say one thing he/she likes about the writing thus far 
• be able to listen carefully and respectfully consider suggestions and critiques

When we meet as a group, the peers need to.... 

• say at least one thing he/she liked about the writing ("I loved the part when...")
• ask for clarification if needed ("I was confused when...")
• be honest, but respectful with the feedback; make positive and specific recommendations/suggestions for improvement ("Could you try to...")
•  should be as specific as possible with their feedback

TIME(i.e., How often?  For how long?)

• Almost every class we will dedicate the last 45-50 minutes to Reading/Writing Workshop time.   

TOPICS (i.e., What is read?  What is written?)

• During R/W workshop time, I ask that you spend time reading either your own original writing or the writing of your peers.  You are also allowed to spend time reading examples of the genres that either Dr. Jones or your classmates bring to class as part of the Genre Expert Presentations.  
• Sometimes students will be asked to spend time reading and writing in their individual blogs or composing material for the class wiki.   
• The only reading material that is frowned upon is the assigned reading from the textbooks. This is reading that should be done outside of class.

When and How does Instruction Take Place

• Instruction will take place in a variety of ways.  Sometimes Dr. Jones will start the R/W workshop with a mini-lesson which she has designed in response to an issue that she is noticing in students' writing.   Sometimes Dr. Jones will ask to conference with an individual student in order to provide individualized instruction to meet the specific needs of a student.  Other times peers will be providing instruction in formal and informal ways through pre-assigned peer writing conferences as well as during informal conferencing conversations.

Audience (i.e., Who are we writing to/for?)

• Students will write to and for a variety of audiences over the semester.   
• In the individual genre pieces project, students will choose who the primary audiences are for each of the pieces composed.   
• For the journal/blog assignment, students will agree during week 3 whether these will be shared only with Dr. Jones or with fellow classmates as well.

Class structure/Organization (i.e., What does the learning space look like?)

• Even though much of our work will take place together in GAC 28 and GAC 38, I hope students will see that the "space for learning" is with them at all times as their minds are developing the habits of engaged readers and writers.   
• In addition, I hope they see that the "electronic spaces for learning" (i.e., the wiki and the blog) are also places of engagement.  

Assessment (Who does it?  When?  How?  Why?)

• Teacher Assessment/Evaluation:  Dr Jones will be assessing your progress in meeting the learning objectives of this class continually throughout the semester.   At times she will provide you with direct/individual feedback and evaluation according to the established criteria and deadlines in the syllabus.  
• Peer Assessment/Evaluation:  Your peers will also take part in assessing your abilities as a "critical friend."   During Session 14, your peers will assess your abilities to provide honest and insightful feedback and all points of the writing process.   Your peers will also take part in assessing and evaluating your Genre Expert Presentation.  
• Self Assessment/Evaluation:   You will take part in assessing your growth as a reader/writer as well as a teacher of reading/writing.   Your journal entries are evidence of your learning and your own reflection on how your knowledge and abilities are changing.   In addition, you will complete a self assessment/evaluation of your Genre Expert Presentation.   At the end of the semester you will complete a final self-analysis paper, which asks you to speak at length regarding how well you met the objectives of the course.