My FREE Online Course: Why You Should Sign Up Today!

ELA teachers, when it comes to writing instruction, I have found no other method, tool, or program that has as much impact as The Writer’s Notebook. Yes, there are great strategies around every corner, many of which you and I are currently using in your classroom. But how would you like to amplify their effect, taking them further than you thought possible?

Here were my top pain points as a writing teacher:

  • Students would learn a writing lesson, but they were not applying it in their writing
  • Students were not transferring writing lessons from one assignment to the next
  • Students didn’t keep their learning organized, which made recall a challenge
  • I never felt like they were writing enough

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Before I really figured how to use The Writer’s Notebook with my students, my students weren’t retaining my writing lessons at a level that I found satisfying as a teacher. I worked really hard to create engaging lessons that held their interest, assuming that this method would have lasting impact on their writing habits. Although I did find there was incremental improvement in my impact on student achievement, I was still left unsatisfied.  Continue reading “My FREE Online Course: Why You Should Sign Up Today!”

Revise at a Deeper Level

Earlier this week, like the picture above, I posed a similar question (biggest challenge teaching students to revise their writing). The comments didn’t make it to that post, and then I decided to put the picture on my Facebook timeline, where I received some really insightful answers there!

Here are some of the stand-out phrases from the responses there:

  • It’s hard to be strategic
  • Providing feedback on another’s writing is daunting
  • Superficial changes
  • They need to actually reread their work
  • If they understand it, they think there is nothing to revise

As a teacher of writing, I am no stranger to any of those thoughts. Forget teaching for a second. Revising one’s writing is a complex process with many different levels. Sometimes a surface-level revision (i.e. replacing a mediocre word with an apt one) can lead to significant change. While at other times, making a deep-level revision (i.e. changing the order of paragraphs or adding an illustrative anecdote) might not make a significant impact on the piece. Bringing it back to the classroom, when teaching revision, it seems most of the time that it is more art than science.

At this point, it is going to appear that I am moving away from the topic, but walk with me a little. In my first couple of years teaching English, I heard Kelly Gallagher speak at a conference and I was hooked. What I took away from the keynote address he gave that day were two things: (1) I need to have my students write a lot more (like a lot more) & (2) the best place to host all that extra writing was in the Writer’s Notebook. When I got back to the classroom, I made my students go out and buy a composition book, we set it all up, and we were off and running . . . for about a month. Then it started to fade to the background. Then it passed out of use. I hadn’t even realized it was missing for another month! 

Continue reading “Revise at a Deeper Level”