Topic: Writing

Today on the Heinemann podcast author Tom Newkirk explores the value of creating worlds through fiction writing. As Tom says, “our minds were made for stories,” so he decided to sit down with high school students to hear about the fiction they write in and out of school…

Today on the podcast, we’re talking with Anne Whitney, Colleen McCracken, and Deana Washell, co-authors of “Teaching Writers to Reflect: Strategies for a More Thoughtful Writing Workshop.”

Katie Wood Ray interviews Carl Anderson and Jenifer Serravallo, who both recently published two conferring books in Heinemann’s Classroom Essentials Series.

Some children, no doubt, are just naturally reflective. I don’t doubt that much of Lucas’ thoughtfulness about his work was just part of who he is. But all children— and adults for that matter—can be taught to be more reflective.

The overall design of an academic assignment, from the layout to the words used, is critical to not only how well a student preforms, but how they continue to learn throughout their academic journey. By taking a user approach, Jim Burke suggests that we can design better work for our students.

There is a better way than teaching to district assessments and high-stakes college entrance exams. Though we may have to teach a type of formulaic writing, we don’t have to abandon the work that truly matters to our students.

In The Six Academic Writing Assignments, author Jim Burke aims to help better understand that nature of the academic writing assignments we give our students through the examination of these six different types of assignments we already give in one form or another.

At this point in the year, it’s important to take stock of how your students are progressing toward independence and whether it would be helpful to shine a light on this all-important focus.

Feedback is key to student learning. Since writing conferences are conversations between students and teachers, they provide opportunities for two types of feedback: student to teacher, and teacher to student.

Learning never occurs in a straight line. Lisa Cleaveland and Katie Wood Ray, co-authors of Getting Started with Beginning Writers, know that this is especially true when it comes to learning to write.

The six types of writing assignments represent the way we really work, the assignments we actually give, and what we can ask students to do within the constraints of time, class size, student needs, and available resources.

Before you get started on your journey of making books in writing workshop, there are a few things you need to know about the practice.

Today on the Heinemann Podcast, does the design of an assignment impact the quality of a student’s work? Jim Burke is the author of The Six Academic Writing Assignments: Designing the User’s Journey.

Begin conferences by asking students an open-minded question that invites them to talk about what they're doing as writers.

Most reading workshop experts suggest that students spend no more than 10% of their reading time writing about reading. During the other 90% of reading time, students should be reading, engrossed in books they can read with a high level of accuracy in order to achieve the kind of reading volume that leads to maximum growth.

When you ask the question, 'How’s it going?' at the beginning of writing conferences, you’re doing much more than inviting students to talk about what they’re doing as writers. The question initiates your relationship with each student and deepens each of these relationships.

Writing can be terrifying: a blank page holds the potential of failure. Writing can be difficult: a pen can presents challenge with letter formation and grip. Writing can be intrusive, especially when the expected topic is one’s life.

Today on the Heinemann Podcast, a special conversation between Linda Rief and Penny Kittle. Both are at the Boothbay Literacy Institute. Penny talks with Linda about her new “The Quickwrite Handbook: 100 Mentor Texts to Jumpstart Your Students’ Thinking and Writing.