SPRING ISSUE OF THE MISSOURI READER Vol. 44, Issue 2 | Page 31

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The writing workshop is a block of instructional time in which students practice the writing process (Dorfman & Shubitz, 2019). Writing workshops can be used with young children and with adolescent students. This article provides a brief overview of instructional methods involved in the implementation of a writing workshop.

Conducting a Writing Workshop

Increased time to write with a focus on the strategies of pre-writing, drafting, revising, editing, and publishing are linked to increased writing quality (Graham & Harris, 2016). Unfortunately, students tend to demonstrate a decrease in enthusiasm for writing from early childhood to middle school and high school, due to less time to write and less engaging writing opportunities (Graham & Perin, 2007) so it is imperative to engage students in workshops that are personally and culturally meaningful. We recommend that it should be evident that multicultural literature is being read, enjoyed and analyzed across the curriculum. Writing workshops provide opportunities for lively inquiry and discussion about texts with diverse characters, settings, and cultures (Alexander, 2018).

Conversations

Harry

Independent Reading

my math. I think he is the best teacher ever!

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Dr. HeeGyoung Song is an ESL Classroom Teacher Grades K-5 at Warford Elementary School in the Hickman Mills C-1 School District in Kansas City, Missouri. She also teaches advanced teacher education and English Language courses at the University of Missouri-Kansas City. Dr. Song is investigating the structural and dispositional barriers to the acquisition of English language and literacy by ESL students. Email: [email protected]

  

Dr. Dawna Lisa [Buchanan] Butterfield is a Professor of Literacy Education at the University of Central Missouri in Warrensburg, Missouri, where she teaches courses in children’s and young adult literature, language arts, and advanced graduate courses in literacy education and she has served as chair of an academic department for five years. She has also worked closely to develop instructional and cultural understanding for students of all ages for whom English is a second language.

 

The authors wish to thank Dr. Yuankun Yao of the University of Central Missouri who collaborated through discussions of the data, assisted in the validation of the reliability of the data, and gave the research team valuable insights.

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