This blog is a testament to the power of writing and working with a group or a partner. As Rita and I explained in the “About” page of the blog, writing can be a daunting task – for adults and certainly for students too. Some people find that writing rolls right off the fingertips and others find it difficult. As I sit on this Labor Day morning at a Starbucks near my house, I find it challenging. The atmosphere seems perfect – coffee, laptop, beautiful sunrise, no TV or kids, inspiring music; however, I’ve been sitting for a while trying to decide where and how to start. My students are embarking this week on their first writing which will serve as a diagnostic tool for me and then they will take the initial draft to a final copy. I envision that starting the writing will be difficult for them too. Luckily, I have a group of writers to support me and who will give me honest, needed feedback before I publish this post.
For the last few years, I have tried to provide my students with the support that I have received from my writing friends by allowing them to work with a writing partner. The idea comes from Units of Study – Writing for Teaching Writing K-8 by Lucy Calkins and her colleagues at the Teacher’s College. I love how this has worked in my classroom. Writing partners start working together from the brainstorming phase of the writing process all the way through to the final product. The students get to know their partner’s writing almost as well as their own. There is definitely power in that.
Writing partners are NOT editors. I honestly have found very few eighth graders who are qualified to correct the spelling, grammar, punctuation, or usage of their peers. Writing partners are question-askers and feedback-givers. Helping another person with writing is not something intuitive to most students/adults. We spend time in class learning about how to be a good writing partner. It is a process!
These are the main guidelines in my classroom for writing partners:
- Read the writing carefully and think carefully about the goals for the piece
- Offer constructive criticism – what MIGHT your partner change to make the writing better?
- Give feedback on how to improve the writing – what can your partner do better?
With our first writing of the year, I introduced the concept of writing partners to the class. I modeled what working with a writing partner looks like by using this writing group. Along with discussion of how everyone (even J.K. Rowling) works through multiple versions and drafts of writing and how everyone elicits feedback from others, I showed students my draft of an earlier blog post. We talked about how my writing partners read my writing carefully, gave me suggestions on how to make the writing better, and also what they liked about the piece.
Getting writing partners started is definitely a process. It isn’t easy sometimes. You will have partners who gel immediately and have the most amazing conversations about their writing. And you will have partners who struggle and need one-on-one guidance from you. Students get more comfortable working with a writing partner as the year goes on and the discussions expand to lengthy conversations. I firmly believe in the power of using writing partners and work throughout the year to make the experience worthwhile for every student.
Some things to consider when and if you want to incorporate writing partners into your writing workshop:
- How do you want to put partners together? Do you want to assign partners or let students choose their partners?
- Will you allow students to team up more than once throughout the school year?
- How do you want students to share their writing? Google Docs? Pass Writer’s Notebooks back and forth?
- What strategies will you have at the ready if the partnership isn’t working well?
Student thoughts on writing partners:
“Writing partners are very helpful for me because I am very appreciative of getting many opinions on my writing so that it can be exactly how I want it to be when I turn it in. It’s very helpful, also, because writing partners are a fresh pair of eyes that can catch small mistakes that you did not previously see.” -Olivia B
“I like the use of a writing partner because after awhile you get sick of reading your essay over and over again and it starts to make all of it the same. In the end, it was nice to have fresh eyes to read it and suggest anything to add to or take away from my writing to make it the best it can be.” – Alyssa H.
“The good thing about our writing partners is that we had someone to ask a question whether it was about a word or if a sentence made any sense. Also, they gave us some constructive criticism which helped make our essays better.” – Scott S.
I love reading student reflections at the end of a writing unit, and I always elicit feedback about writing partners. These responses help to validate the choice to incorporate partnerships into daily practice. I don’t know what I would do without my partners, and oftentimes, my students feel the same.