WEBVTT 00:00:01.599 --> 00:00:08.219 Welcome to the overview on Creating an Engaged Community of Writers. 00:00:08.219 --> 00:00:13.490 Establishing a community of writers involves creating a supportive writing environment. 00:00:13.490 --> 00:00:18.060 Teachers should participate as writers, allow students opportunities to choose their own 00:00:18.060 --> 00:00:23.320 topics, and encourage collaboration and feedback in and out of the classroom. They should also 00:00:23.320 --> 00:00:28.170 publish students' writing and extend the community beyond the classroom. 00:00:28.170 --> 00:00:33.160 By writing and sharing their writing, teachers can participate as members of the classroom 00:00:33.160 --> 00:00:39.729 writing community. Teachers also need to model how writing affects their daily lives, demonstrate 00:00:39.729 --> 00:00:45.390 the importance of writing for communication, model perseverance, and express the satisfaction 00:00:45.390 --> 00:00:49.229 that can come from creating a meaningful text. 00:00:49.229 --> 00:00:52.969 Giving students choices for their writing assignments helps contribute to an engaged 00:00:52.969 --> 00:00:58.149 community of writers. For example, teachers could have students keep a notebook in which 00:00:58.149 --> 00:01:04.069 they record topics for writing, adding and modifying their ideas throughout the year. 00:01:04.069 --> 00:01:10.049 Topic lists can be kept for all genres, including ideas for personal narratives, poems, persuasive 00:01:10.049 --> 00:01:16.020 letters, expository essays, et cetera. Whenever they are starting a new piece of writing, 00:01:16.020 --> 00:01:19.289 they can consult their notebook for ideas. 00:01:19.289 --> 00:01:23.689 There are a variety of ways teachers can encourage students to collaborate throughout the writing 00:01:23.689 --> 00:01:29.630 process, such as brainstorming ideas, responding to drafts in a writing group, or helping peers 00:01:29.630 --> 00:01:31.979 edit or revise their work. 00:01:31.979 --> 00:01:36.469 An example of a collaborative activity that helps build a community of writers is Star 00:01:36.469 --> 00:01:42.979 of the Day. This activity celebrates each student on his or her day (maybe his or her 00:01:42.979 --> 00:01:49.619 birthday). The Star of the Day sits at the front of the class and answers interview questions. 00:01:49.619 --> 00:01:54.670 After the interview, students compose sentences about the Star of the Day, and these sentences 00:01:54.670 --> 00:02:00.509 are combined into one paragraph and displayed on the class bulletin board. 00:02:00.509 --> 00:02:04.710 Students can determine whether their writing is accurately and appropriately conveying 00:02:04.710 --> 00:02:09.350 its message by sharing their writing and responding to written and verbal feedback from their 00:02:09.350 --> 00:02:15.160 teachers and their peers. The feedback process helps students identify problems in other 00:02:15.160 --> 00:02:20.200 people's writing and may enhance the understanding of their own writing. 00:02:20.200 --> 00:02:25.340 Students need to be taught strategies and appropriate language for written feedback. 00:02:25.340 --> 00:02:29.290 Teachers can model and encourage students to give each other appropriate verbal feedback 00:02:29.290 --> 00:02:35.320 on their writing during activities such as Author's Chair. In this activity, one student 00:02:35.320 --> 00:02:41.010 sits in a special chair and reads his or her work to peers. Then the teacher models and 00:02:41.010 --> 00:02:45.790 facilitates the class, giving kind verbal comments that are both positive and constructive 00:02:45.790 --> 00:02:49.550 to the author about his or her writing. 00:02:49.550 --> 00:02:53.260 Displaying student work prominently in the classroom can help students see themselves 00:02:53.260 --> 00:02:58.810 as writers. For example, teachers can create a Wall of Fame featuring the best excerpts 00:02:58.810 --> 00:03:03.200 from each student's writing on a bulletin board in the classroom. 00:03:03.200 --> 00:03:07.190 Teachers can extend the community of writers beyond the classroom by displaying student 00:03:07.190 --> 00:03:12.130 work in the hallways or administration buildings or by hanging their work around the school 00:03:12.130 --> 00:03:18.700 or classroom to simulate an art gallery. Students can walk around in a Gallery Walk, writing 00:03:18.700 --> 00:03:25.120 positive comments on sticky notes and attaching the notes to the work on display in the gallery. 00:03:25.120 --> 00:03:29.950 Teachers can also publish student work in books that include an About the Author page, 00:03:29.950 --> 00:03:33.950 and these books can be made available in the school library. 00:03:33.950 --> 00:03:38.370 Students can write for authentic purposes, such as by writing a persuasive letter to the editor 00:03:38.370 --> 00:03:42.450 of a local newspaper about a current issue. 00:03:42.450 --> 00:03:47.290 Creating an engaged community of writers helps convey the message that writing is important, 00:03:47.290 --> 00:03:53.290 valued, and rewarding. Implementing activities such as those suggested here can help teachers 00:03:53.290 --> 00:03:58.070 create a supportive classroom environment in which students feel connected to one another 00:03:58.070 --> 00:04:02.280 and engaged in the writing process with their peers. 00:04:02.280 --> 00:04:06.940 To learn more about Creating an Engaged Community of Writers, please explore the additional 00:04:06.940 --> 00:04:09.420 resources on the Doing What Works website.