“Writing workshops: Linking schools and families”
Biggs
has offered a family writing workshop at the community college for 10
years. It is a one night, two hour
voluntary commitment. Students invite
the family member of their choice to attend with them, and to sweeten the deal,
students get extra credit in their classroom work at school.
Typically,
up to a dozen pairs will attend her workshop.
Biggs provides an inviting atmosphere by providing cookies and coffee
and opens the evening with an opportunity for each person to share something
about themselves. Then they start to
work.
For
pre-writing, Biggs engages the group in reflecting on their personal
histories. She leads them through a
couple of exercises to encourage their reflection and write notes to
themselves. Then they each choose a
memorable event to write about. After
the free-writing, they have a coffee and cookie break which gives the
participants an opportunity to process their experience thus far with one
another. At this point, they’ve been
working hard for about an hour and the change of pace is usually
appreciated. After the break, the group
comes together and takes turns reading their writing aloud. Each reader gets verbal feedback so that
they know they have been heard. It is
emphasized that this is not a critique session, but an opportunity to reflect
back to the writer what they have heard them say. In closing, they are
instructed to write a letter to the person that they came with and the
instructor writes a letter to the group that affirms their participation and
their voice. And then the family pairs
are given a handout with exercises to encourage further writing after they get
home.
The
benefits of this workshop format are numerous for the author: it builds a communication link between home
and school, students come to school after the workshop more motivated to write,
communication within a family are strengthened, families are encouraged to
participate together as members of a literate community, and writing gains new
meaning for the student.
Biggs
relates several anecdotes to illustrate the intensity and quality of
interaction between family members during her workshops. In relating one vignette Biggs says,
“Joseph asked his mother why she
had never shared that story with him before, and she said that before this
evening it never seemed like a story. The fact that a brief image, a brief
moment full of emotion, could be a story, a story that would pull her at once
closer to her son, was something new for her and for many others participating
that night. We were all reminded that our stories can be gifts to each other…”
I
LOVED this article. It is both well
written and inspiring. I can’t wait to
try this concept out in one of the many parent workshops that I find myself
doing as I consult with families. It is an absolutely terrific idea to involve
the students and parents together in the writing process. As the author noted, the best way to learn
what writing is about is to do it yourself.
The author’s workshop is directed toward adolescent writers and their
family members, but I think this would work well with younger students, too,
given the right circumstances.
The author concludes with this
statement: “Teaching for me is not the
passing on of knowledge; it is the sharing of experiences and learning
together.” She does a great job of
modeling this attitude by involving herself in writing during the
workshop. She does not just sit back
and watch … she writes. I’ve read
mention of this posture several times in regard to carrying out a writing
workshop. I can see the value of
demonstrating the value of writing by writing yourself, I’m just not sure I’d
be disciplined enough to do that! I’m
always thinking about the next thing I need to do when I’m teaching.
I
also appreciated her careful listening during the reading portion of the
workshop. She offered just enough
direction so that writers would have the safety to share their work
publicly. She also modeled reflective
listening and allowed periods of silence when appropriate. I would love to have the opportunity to
personally watch this woman in action.
She models great teaching.
Biggs quotes the research conclusion
that "family involvement practices at home and at school increase student
academic performance, school attendance, homework effort, and graduation and
matriculation rates.” What are some
more creative ways for reinforcing the home/school connection that you’ve found
productive and simple to implement?
The theme for the May 2004 issue
of Educational Leadership is Family Literacy.
You can read abstracts of the articles in this issue at:
CROSS-TALK
Current Forum: Session
10: Journal Articles Discussion/prep for Digital Portfolio
Date: Tue Nov 2, 2004
8:44 pm
Author: Barnett, Latonya
<[email protected]>
Subject: Re: To Pamela
--------------------------------------------------------------------------------
This is such a wonderful
idea a writing workshop for families. I did not know that workshops were being
conducted for families. I liked that the setting was relaxed and everyone was
given regular breaks. I also liked the part about Joseph and how his mother did
not think of some memory she had as a story. I really think this is a vital way
for communication between school and family and a way for students to be more
motivated to write.
--------------------------------------------------------------------------------
Current Forum: Session
10: Journal Articles Discussion/prep for Digital Portfolio
Date: Tue Nov 2, 2004
10:42 pm
Author: Gentry, Pamela
<[email protected]>
Subject: Re: To Pamela
--------------------------------------------------------------------------------
I agree, it is really a
stimulating idea and has powerful potential. This is the first I'd heard of
doing a workshop like this, too. Though it seems kinda obvious. You comment
challenges me to do a bit more research and see who else has done this and
written about it.