Chapter III

This chapter gave a really good overview of writing workshops. From a lack of first-hand experience, I knew very little about the process before I read the chapter. I like how this model is more student-centered in that the students have more freedom to progress at their own individual pace and to explore genres and styles that most interest them, while the teacher still maintains oversight through regular meetings/conferences. I also like the focus at the beginning of the chapter where the authors explain the purpose of the mini-lessons that teachers can incorporate throughout the semester so that students are still focused on expanding their abilities through a more structured approach.

The only question I have after reading this chapter is how a teacher can ensure that students are in fact working independently and/or assisting each other effectively? Based on my own experiences, I feel that the authors assume that students will willingly work when they are left relatively unsupervised, and I’m not sure that most high school students are that dependable. Though I’m much more self-reliant now, I know for a fact that in high school, if a teacher was not breathing down my neck, I would not feel it necessary to work. I know that’s not right, but it was a reality for me and most of my classmates. I think that in an ideal setting, writing workshops can be more beneficial to students than a lectured-centered classroom, but I feel like the authors need to better detail how the workshop approach can be effective for all students.