Daily Writing

    I wish I had read this chapter before I did my previous post because it answered some of my questions. Maybe it was the way the chapter was organized or maybe it's because this is my third book to read about writing, but I am finally starting to see how to make writer's workshop work for me. Like I have said before, I am one of those people who has to have a plan and know where I am going. With writer's workshop I didn't feel like there was a plan, more of a fly by the seat of your pants plan, that changed daily. This book has given me a better explanation and overview on how to organize my writing curriculum.

   There are several parts in this chapter that I found interesting. First, I think it is great to essentially get away from the rigid writing process. We are suppose to teach the students skills that they will use. Well, I do not draw out a web when I start prewrite, like my students I make lists and outlines, and if I know exactly what I am going to write about then I start my draft so I don't forget. Once I've gotten it down on paper, then I can go back and make revisions. I tell my students that I don't care how they brainstorm as long as they are getting their ideas flowing.

     It was also interesting reading about how to teach students to brainstorming meaningful topics. I did this with my students also; we did what Nancie Atwell calls "writing territories." It's true that students need guidelines when writing, and I believe it is important to stress to students that they should not just write about anything. They need to care about it, know a lot about it, and be able to provide interesting details.

     Probably my favorite part in this chapter was the part on keeping records. It would be a relief  to focus mainly on the minilesson notes, cumulative writing history, and conference notes. Managing all the paperwork was one of my biggest challenges, especially with 90 students; there was no way I was taking 90 four page papers home to grade. I also love the idea of using an organized binder, rather than only a writer's workshop folder. Does anyone have other suggestions for grading,organizing papers, and keeping track of where each student is in the process?