Utilizing the writing workshop in the high school English classrooms

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Elizabeth Michelle Snider (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Jeanie Reynolds

Abstract: This paper addresses the viability of the Writing Workshop in the high school classroom. Though many theorists and educators have written on the success of using the workshop method to teach writing, most research has been focused on primary grades. This paper seeks to address the practicality of using the workshop approach in secondary grades. The literature review reflects on the current research on teaching writing. In the literature review, I consider current theories on teaching writing. Beginning with a broad perspective of writing pedagogy, I look at the theoretical reasons why the writing workshop is effective. This section also looks at the projected benefits of using the writing workshop, along with suggestions for implementing the workshop in a classroom. My own field research shows the process of implementing the writing workshop in two high school classrooms. Using primarily qualitative research, I sought to explore questions of the practicality of using the workshop approach for academic writing as well as personal writing. I recorded the outcomes of applying the writing workshop in my classrooms over five months. The research includes the process of setting up the workshop, and samples from the study. My findings reflect successful practices and further questions for using the writing workshop in secondary classrooms.

Additional Information

Language: English
Date: 2016
English language $x Composition and exercises $x Study and teaching (Secondary)
Writers' workshops

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