The writer's workshop in the way I intend it here is much like college writing courses.
After students have submitted 4-5 drafts, they choose their favorite and revise, type, and turn in. They do not include their names on the front.
Then, the teacher takes the collection and selects about 1/3 of the pieces and makes copies of a packet for the students.
This packet become the reading material with the sole intention of helping the writer's piece.
Students read each piece once and then write their general thoughts on the bottom of the page. Then, they read each piece again and make editing and revision comments and suggestions.
The next day the class gathers in a circle and the first piece is read aloud. The writer is not allowed to speak or say who they are. The conversation is then open for everyone to discuss the paper.
After the paper has been fully discussed, the students write their names on the top of the paper (to show they critiqued it) and turn it in. They should have their notes written all over it.
We ask if the writer wants to raise their hand and if they do we ask if they have any questions or what their thoughts were. This is a time to clarify any confusions. Sometimes the author wants to remain anonymous and that is okay too.
I provide points for their comments and I make sure all are appopriate. Then, the next day I give the writer back their papers with comments. Students love it.
The point is to eventually --by second semester-- be a fly on the wall and let the students control the conversation.
The following documents explain in richer detail and the workshop works best in a model that has been using writing and sharing productively all year. Consider coming to a workshop of reading Simple Solutions to get a deeper understanding of how these tie together.
Handout for students with Worskhop Rules
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