Month: October 2014
Draft of Questions for 10/7/14 #TeachWriting Chat – Audience (courtesy guest moderator, Angela Stockman, @angelastockman)
1. What makes an audience real?
2. How do you help writers determine who their best audiences are and where they might find them?
3. When does it make sense for writers to connect to a wider audience? When does it make sense for them to firewall their works?
4. Protecting time for authentic writing is critical. How do we do this in the face of high stakes testing?
5. How do you respond to writers who are reluctant to connect with wider audiences?
6. How do you help writers consider the unintended consequences of making their work public?
7. Please recommend markets, contests, communities + other outlets where young writers might connect with audience.
8. As writers strive to connect with audiences, how much support is too much for teachers to provide?
9. What are you currently writing? Who is your audience? How do you connect with them?
Q1 – How do you motivate writers to work through the writing process? What are some pitfalls you’ve encountered? #TeachWriting
Q2 – What strategies do you feel work well to inspire writers to develop writing stamina? #TeachWriting
Q3 – How do you increase the volume of writing your students are producing? #TeachWriting
Q4 – What assignments/tasks do you use to energize the writing your students are doing? #TeachWriting
Q5 – What genres of writing do you find the most difficult to motivate Students to write?How do you support your struggling writers? #TeachWriting
Q6 – What mentor text have you used to increase student excitement to get writing? #TeachWriting
Q7 – How do you use technology to support writers in developing fluidity in process and craft? #TeachWriting
Q8 – How do you celebrate and honor the writing in your classroom/Writing Workshop? #TeachWriting
Q1 – What part of the writing process do you think is most difficult for your students – planning, composing, or revising? Why?
Q2 – What tools or strategies do you use to help students who struggle with the initial stages of the writing process (planning)?
Q3 – What tools or strategies do you use to help students who struggle with the middle stages of the writing process (composing)?
Q4 – What tools or strategies do you use to help students who struggle with the final stages of the writing process (revising and publishing)?
Q5 – What about students who struggle with “putting it all together” – using the whole process? How do you help them?
Q6 – What strategies do you use to differentiate for different writers in a writing workshop?
Q7 – How do you use technology to help you differentiate for different writers?
Q8 – How do you measure the effectiveness of your differentiation strategies, especially with your struggling writers?
Q1 – What are your biggest priorities with new writing students at the start of the year?
Q2 – What are some of your favorite introductory lessons and activities you use at the beginning of the year?
Q3 – What are some ways you build community among the writers in your classroom or workshop?
Q4 – What do you think are some common obstacles to a supportive writing community? How can we avoid them?
Q5 – How do you incorporate digital tools into building community among writers, at the beginning and throughout the year?
Q6 – What are your hopes and dreams for your writers this school year? For yourself as a teacher of writing?
Q7 – What are some tips to offer new teachers of writing about cultivating community at the beginning of the year?