Entry 7

So far, I am really loving our Writing Workshop time in class.  Not only do I find myself getting a lot of writing done, but I also feel that I have a better understanding of what a Writing Workshop would look like in my future classroom.  Generally, I am the type of person who can read an article that contains an idea to implement in the classroom, can love the idea and want to use it in my own classroom, but I need to have it demonstrated in some way in order for me to have a complete understanding of the concept.  For example, when reading Tompkins' (2008) explanation of Writing Workshop, as well as Hicks' (2009) explanation of the Digital Writing Workshop, I had a general idea of how a Writing Workshop would look and of what it would entail.  However, having experience actually implementing a workshop, or seeing one being implemented by another teacher, gives me a better understanding and helps me to have added confidence in employing the workshop myself.  Also, I am better able to appreciate the benefits of implementing the workshop when I see an example.

Having time actually designated to write greatly helps me, because I find that I generally do not set aside much specific time to write when I'm at home.  Being in the computer lab also helps me, as it forces me to focus on the task at hand.  When I'm at home, I find myself easily distracted from writing.  For example, I will take what I like to refer to as "Facebook breaks" while doing homework.  I may write a few paragraphs for a paper or another assignment, and then "reward" myself by logging onto Facebook.  Not only is this a huge time-waster, but it interrupts the flow of ideas, and I end up feeling like my writing is choppy or fragmented.  I am sure many students do not set aside specific time for writing at home either, so having a Writing Workshop with specific time for writing would greatly benefit them.

Having to state what I'm going to be working on prior to the start of the Writing Workshop aids me in remaining focused on my writing as well.  I am able to figure out ahead of time where I am in the writing process and what I still need to work on with a given piece of writing.  It also is very interesting to think that students have time to write individually and complete assignments at their own pace when working in Writing Workshop.  From what little I can remember about my own education, I do not think we had a time like this to write in class.  I can remember having class time during which to write a piece, and then additional class time to revise and edit the piece after the teacher reviewed our drafts.  Although we worked independently, this class time seemed incredibly structured.  We were all expected to finish our writing by a certain time, and we were all working on the same type of piece at one time.

Also, I do not remember conferencing much with my peers.  In fact, I distinctly remember asking a friend to help me with a grammar issue that my teacher had circled on my draft as being incorrect.  Rather than helping me, my classmate told me to "look it up," since she was too busy revising and editing her own draft.  At the time, I recall feeling incredibly frustrated, since the teacher was busy conferencing with another student, and I simply wanted help with this one error so that I could move on to write my final copy.  What I particularly love about our LTED 618 Writing Workshop is that I feel supported by my classmates and know that they will give me honest feedback and helpful writing advice.  I do not feel as though I am working through the writing process alone, even though I complete the actual writing pieces independently.  It is this type of writing environment that I wish to promote in my own classroom and Writing Workshop. 

Hicks, T. (2009). The digital writing workshop. Portsmouth, NH:  Heinemann.