I wrote, “I see intradependence as a model that encourages working beside one another in our classrooms as mentors and resources to lift the independent learning goals of all. . . . We may not be collaborating on the same writing project or for a common outcome or grade, but we can support one another to grow personally, as well as collectively, as writers. When students mentor and teach one another, their confidence increases, as does the confidence of those learning from them.”
Finally, beyond a tragic pandemic, we have also seen the devastating impact on societies when people lack collaboration, compassion, and concern for one another. As a teacher, I am committed to raising the whole child and not just a writer or a reader. I want these children to grow into responsible and caring adults who can humanely navigate relationships and experiences. We can’t just wish for it; we have to cultivate it with purpose and passion.
In writing clubs, we envision a parallel experience to book clubs: students choose what they write, navigate the process and pacing of writing, talk with self selected peers, and make decisions on how to impact the world with their voices and their words.
→how to impact the worldのように、どのようにアウトプットして何かを変えようとするかもライティングクラブとして共有するスタンスがおもしろいですね。ブッククラブ単体では、本自体を楽しむことに主眼が置かれていますが（ブック・プロジェクトだと、もっと行動の範囲が大きいように思います）、ライティングクラブは、より探究的な活動であると解釈しています。
Writing can be a lonely endeavor. Even in workshop classrooms where students are surrounded by their peers, writing is generally completed alone. One way to combat the isolation of writing is through writing clubs. In writing clubs, students work with their peers to study areas of interest, such as a genre, an author, or a particular stage of the writing process, such as generating ideas or revising writing.
In classrooms that use clubs as an instructional approach, the teacher is not the only expert in the classroom; instead, she advocates for peer-to-peer learning by harnessing each student’s expertise.
While working in writing classrooms across the country, we have noticed a change in recent years. In the past, students had many opportunities to choose not only what to write about but how they wanted to write it. In today’s classrooms, we see many teachers moving from one genre study to the next, with no opportunities for students to choose their mode of writing. Moving from study to study across the year removes a key writing decision from students: What do I want to make of what I wrote?
We like to think of the end of the workshop as a wrap-up rather than a share. When implementing writing clubs, and in our sample units, we may ask students to stay in their club or discuss club work as part of the wrap-up. This way, we preserve the writing time for writing yet have a perfect place for students to reflect and discuss the work they are doing in their clubs.
Collaborations can occur in person, in synchronous online settings, and even in asynchronous online settings.
When in-person collaborations are a challenge, collaborating via a tech platform can be engaging, exciting, and safe!
Students need opportunities to collaborate and be together in the same “space” more than ever, and it is our role to figure out nontraditional ways to make this happen.
Routman suggests, a powerful way to foster a culture of respect and trust is to encourage students to share their stories, so we get to know each other as people.
When creating a heart map, students are asked to consider what they love or what lives inside their heart and “map” it. The results are a beautiful and colorful representation of what really matters to each child.
The writer asks for specific feedback (Does my lead engage you as a reader? Can you follow the dialogue in this scene? Does my word choice pack a punch?) and then reads the part.
→作家の方から読者に尋ねるのですね。読者が感想を言うことだけに使っていました。目から鱗。
It also conveys an important idea to students: everyone in this classroom has something worthy to offer
We don’t officially partner students up at first. Instead, we make sure every child has the opportunity to partner with every other student in the class at least once.
Speed partnering shows students that every child has unique qualities that may make them a good fit as a partner. We keep track of this speed dating on a grid so we can be sure each child has had the opportunity to work with everyone in the class.
who is a “talker” and who is more of a listener. We also pay attention to how students interact across the day: Who plays together at recess? Who shares books during reading? Who do kids sit next to at lunch?
Though we believe students must edit their writing, and peer editing can be helpful when students are ready to publish, our goal for writing clubs is for feedback regarding the content of each student’s writing—feedback that helps students learn more about how to be a better writer.
→やっぱりeditでも、本質的には違うのね。
Studying text in this way teaches students how to be a better partner because they can find and name the craft moves in their partner’s writing. It has the added benefit of teaching them powerful writing techniques to use in their own writing.
We ask students to use the same language we used in our work together when we studied mentor text, stating, “This part stands out to me because . . .” and “I think this stands out to me because you . . .”
This is another way you can help someone be a better writer. We’re going to practice this with my writing a few times. Soon I’ll ask you to try it with your partner. I also want you to try this on your own: read your piece aloud to yourself, and monitor your thinking.
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