A few times every year, I get to lead a professional development event known as “Writer’s Stylus.” Each time, including just last week, it proves to be an exciting experience. We begin the week thinking we already teach writing. We end the week as writers, producing an essay that has undergone multiple waves of . . . → Read More: Growing Personally and Professionally Produces Meaningful Results
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Writer’s Stylus equips teachers to develop writers, not just students with adequate writing skills. Students use their knowledge to not only correct errors in punctuation and grammar, but to improve the clarity and strength of their communication. As editors of their own writing, students use knowledge and skills gained from effective instruction to develop . . . → Read More: Writer’s Stylus Program & Training: New Info Available! Revising, says writer and editor Susan Bell (2007), is “a conversation”—an interaction between the writer and text that generates waves of improvement in the text (p. 6). The writer approaches the draft as a critical reader and “converses” with what was previously written. The “conversation” initiates improvements in significant issues, such as the writing . . . → Read More: Transforming Substance into Significance, Part 8: Integration—Connecting Revision Elements Many educators answer “The Writing Process!” when asked about how to teach writing. For many years, educators believed that if they just pushed students through five (or six, or seven…) prescribed steps, writing abilities would naturally develop: If we could just get students to brainstorm, and then draft, and then…Unfortunately, the writing process, as . . . → Read More: Transforming Substance into Significance, Part 5: Authenticity—Writing Process |
 
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