Writer’s workshop, a common instructional format for teaching writing, is based on the process in which “real” writers engage. A bedrock idea behind writer’s workshop is that these “real” writers take pieces of writing, usually on topics they choose to write about, through a series of stages–prewriting/brainstorming, drafting, revising, editing, and publishing. The cycle is generally thought of as something like this:
Over time, with pressures from roll-outs of published programs and test preparation, this cycle can become formulaic in the classroom. resulting in “writer’s workshop” structures that looks something like this:
Not only is this forced fit model far removed from the original conceptualizations of writer’s workshop, it can also lead to pretty stale writing experiences and student writing. In fact, we find that our writing process looks less like the neat circle above (and certainly not like the regimented weekly schedule) but more random and spontaneous, like this:
Furthermore, our definitions of reasonable work within each stage of the writing process tend to be pretty broad. We are less and less surprised by the way play and seemingly off-task “behavior” helps us break through the places we are stuck in our writing. Prewriting, drafting, even revision, often happen in our heads as we bike, swim, dance, cook, etc. We have grown to think of all these diversions as anything but, giving them their rightful, prominent place in our writing process. Below, you will find lists of the types of work that may occur in each of the stages of our writing process. As you will notice, the lists all end with “and more…” indicating that there are many, many more ways to engage in the particular writing stage. We would love to hear about the work you and/or you students do in the different stages of the writing process? We would also love to hear about the ways that “off-task” behavior helps your writing.