Writing Circles Enhancing writing experiences by providing a cultural

bridge for literacy communities

Sherron Killingsworth Roberts Professor of Language Arts and LIteracyNandita Gurjar Doctoral StudentNorine Blanch Doctoral Student

UNIVERSITY OF CENTRAL FLORIDA

WHAT ARE WRITING CIRCLES

Workshop Goalsbull Describe the

process products and perceptions of teacher candidates who participated in writing circles

(Vopat 2009)

Purpose This research quantitatively and

qualitatively measures self-

reported perceptions and attitudes of

teacher candidates about authorship and

writing collaboratively

Rationale for Writing Circles

bull Creating positive and effective writers is best facilitated by engaging in authentic writing experiences (Graves 1983 1994 Murray 2003)

Rationale for Collaboration

Shown to be effective in learning to write AND writing to learn

Provides a cultural bridge for communication

Researched to be an effective technique for spawning proficiently crafted text (Graham amp Perin 2007)

Are you ready for what the research says

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

WHAT ARE WRITING CIRCLES

Workshop Goalsbull Describe the

process products and perceptions of teacher candidates who participated in writing circles

(Vopat 2009)

Purpose This research quantitatively and

qualitatively measures self-

reported perceptions and attitudes of

teacher candidates about authorship and

writing collaboratively

Rationale for Writing Circles

bull Creating positive and effective writers is best facilitated by engaging in authentic writing experiences (Graves 1983 1994 Murray 2003)

Rationale for Collaboration

Shown to be effective in learning to write AND writing to learn

Provides a cultural bridge for communication

Researched to be an effective technique for spawning proficiently crafted text (Graham amp Perin 2007)

Are you ready for what the research says

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Workshop Goalsbull Describe the

process products and perceptions of teacher candidates who participated in writing circles

(Vopat 2009)

Purpose This research quantitatively and

qualitatively measures self-

reported perceptions and attitudes of

teacher candidates about authorship and

writing collaboratively

Rationale for Writing Circles

bull Creating positive and effective writers is best facilitated by engaging in authentic writing experiences (Graves 1983 1994 Murray 2003)

Rationale for Collaboration

Shown to be effective in learning to write AND writing to learn

Provides a cultural bridge for communication

Researched to be an effective technique for spawning proficiently crafted text (Graham amp Perin 2007)

Are you ready for what the research says

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Purpose This research quantitatively and

qualitatively measures self-

reported perceptions and attitudes of

teacher candidates about authorship and

writing collaboratively

Rationale for Writing Circles

bull Creating positive and effective writers is best facilitated by engaging in authentic writing experiences (Graves 1983 1994 Murray 2003)

Rationale for Collaboration

Shown to be effective in learning to write AND writing to learn

Provides a cultural bridge for communication

Researched to be an effective technique for spawning proficiently crafted text (Graham amp Perin 2007)

Are you ready for what the research says

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Rationale for Writing Circles

bull Creating positive and effective writers is best facilitated by engaging in authentic writing experiences (Graves 1983 1994 Murray 2003)

Rationale for Collaboration

Shown to be effective in learning to write AND writing to learn

Provides a cultural bridge for communication

Researched to be an effective technique for spawning proficiently crafted text (Graham amp Perin 2007)

Are you ready for what the research says

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Rationale for Collaboration

Shown to be effective in learning to write AND writing to learn

Provides a cultural bridge for communication

Researched to be an effective technique for spawning proficiently crafted text (Graham amp Perin 2007)

Are you ready for what the research says

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Deep Research

Yoursquoll learn to love lsquoem kid

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Researched Support for Writing CirclesWhy ndash shed fear of blank page build fluency develop confidence learn content explore

text structures (Vopat p2)

Immediate response from an audience (no waiting for teacher comments) affirm the social aspect of writing (human

interaction and solitary inscription together) Gere 1987

Learners expect amp enjoy being listened to ndash builds confidence fluency joy and delight - takes writing to the next level ndash is

low risk friendly and supportive (Vopat p6)

Writing Circles help learners become better writers through a recurrent workshop structure that defines an ongoing supportive audience honors and develops writing voice encourages experimentation and collaboration and rehabilitates the writing

wounded through low risk writing experiences (p6)

Low risk writing is not necessarily low guilty It means the pressure is off each kid can be successful and take writing risks

without fear of penalty or failure (p69)Connect with one

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Vopat J (2009) Writing circles Kids revolutionize workshop cont

Provide a structure for a neglected part of what kids need to become better writers independent small group collaboration to motivate and support student-directed writing (p8)

Frees up the teacher to participate minilesson and conference-- students can write everyday but need specific supportive responses Teachers canrsquot conference one-on-one everyday but kids can with each other

Keys to successful writing circle collaboration kids feel comfortable writing sharing and discussing clear guidelines in place predictable structure kids understand responsibilities mechanisms and strategies to help kids reach consensus (p10)

Writing circles are seed beds where writing ideas germinate and quality writing grows (p18)

Writing circles welcome all kids at their level of writing ability celebrate that writing and help them take their skill to the next level

Writing circles build confidence and is really a reparative activity where students will succeed for the first time ever (p19)

Writing circles become publishing circles when their purpose shifts from generating drafts to preparing a more fully developed final piece agent illustrator reviewer editor and author

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Theoretical Grounding in Social Learning

Vygotsky Zone of Proximal Development

Bandura Learn new info and

behavior by watching

others

People are intrinsically

motivated to imitate when filled with personal pride satisfaction and a sense of accomplishment

An individualrsquos self-perception of writing ability is a decisive factor in their subsequent writing growth (Vopat 2009 p19)

Social interaction plays a role in the development of cognition and learning

When people interact with others they more naturally absorb and strengthen their knowledge than they otherwise might if they were learning on their own (Bailey 2014 p 18)

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Situated Motivation

Choice of topic permitted

The ideas and comments of peers that encourage the learner to explore ideas further

More willing to emulate peers

Obligation to meet the groupsrsquo timelinesand collaborative goals

More persistent and sustained effort

Feedback that comes from within the group is typically more powerfully received than the teachermanagerrsquos suggestions for improving manuscripts

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Graham S amp Perin D (2007) Writing next Effective strategies to improve writing of adolescents in middle and high schools

Young people who do not have the ability to transform thoughts experiences and ideas into written words are in danger of losing touch with the joy of inquiry the sense of intellectual curiosity and the inestimable satisfaction of acquiring wisdom that are the touchstones of humanity (p1)

National Commission on Writing If students are to learn they must write (p2)

Writing well is not just an option for young people it is a necessity (p3)

ldquoSilent majorityrdquo of students lack writing proficiency but donrsquot receive additional help (p3)

Collaborative writing is among the 11 elements of current writing instruction found to be effective through a meta analysis of research for helping adolescent students learn to write well and to use writing as a tool for learning

Defined as the use of instructional arrangements in which adolescents work together to plan draft revise and edit their compositions

NAEP writing (2002) only 22-26 of students (4812) scored at the proficient level 72 of 4th graders 69 of 8th graders and 77 of 12th graders did not meet NAEP writing proficiency goals

Teaching adolescents strategies for planning revising and editing their compositions has shown a dramatic effect on the quality of studentsrsquo writing We must explicitly teach steps to prewrite revise and edit (Graham 2006)

When students help each other with one or more aspects of writing it has a strong positive impact on quality (p16)

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Collaborative writing practices and writing support technologies Rachel Rimmershaw

Collaboration is a widely seen practice in the workplace ndashldquocollaborative activities in pursuit of common goalsrdquo (p1)

Collaborative writing can be seen as a social process (p1)

The term collaborative writing does not define a commonly-accepted practice It could be two or more people working on one paper many authorsrsquo names on one piece of writing many individual pieces of writing with collaboration of ideas through the writing process

Empirical Study on Collaborative Writing What Do Co-authors Do Use and Like SYLVIE NOEumlL amp JEAN-MARC ROBERT

bull Writing is a long and complex task and many authors try to shorten the production time lighten their workload or improve the final result by pooling resources (p63)

bull found that respondents thought a grouprsquos effort resulted in a better document than when they worked individually (p64)

bull Ede amp Lundsford (1990) Group writing includes any writing done in collaboration with one or more persons with approx 87 of the documents produced had at least two authors (p64)

bull ADVANTAGES Getting several viewpoints using different expertise reducing errors and obtaining a better more accurate text (p65)

bull DISADVANTAGES Integrating everyonersquos writing into a single style longer time to accomplish dividing the tasks equitably and a diffusion of responsibility (p65)

bull Sharples et al (1991) longitudinal partitioning the work is divided into sequential stages and each stage is allocated to a different person or sub-group In parallel partitioning the document is divided into sections and each person or sub-group works on a different section in parallel to the others ndash and thus begins the story of writing circles

Essential Elements of Writing Circles

StudentsName the group

Choose a writing topic

SharerespondReflect in WC notebook

Collaborate to reviseeditpublish

Teacher Conducts minilessons +mentor texts

(craftmanagement)

Historical GroundingResearch on Writing Process

Donald Murray (1982)

70 of the time should be devoted to prewriting including

Choosing a topic (Graves 1976 Chandler-Olcott and Mahar) jotting ideas in a notebook (Fletcher1996) considering purpose (Halliday 1975) audience

and genre (Langer1985 Hilyard 1983)

Graves (2003) calls these activities of generating gathering ideas to be ldquorehearsal activitiesrdquo

Generating ideas amp forming groups (Roberts) or

Forming groups amp generating ideas (Vopat 2009)

bull As a whole the class generated a list of 10-12 possible ideas amp volunteers who were passionate about one of the topics formed groups

bull Then we proceeded to see if we had enough people to form a viable group of about 5-7 seven members

Invigorating experimentation

bull My students faces grinned widely when they noticed literature circles on the syllabus

bull because they had been exposed to this format in earlier coursework

bull However when I explained the concept of collaborative writing through writing circles some faces looked a bit nervous One group even named themselves the Worry Warts

bull This presentation attempts to tell the story of my students evolving as writers through a new strategy called writing circles

The Story of Writing Circles - Sherron

bull Generating a stmt of the problemmdashFind the focusbull Writing-go-roundbull Transitions amp guiding sentencesbull Effectively using subtitlesbull Erradicting Empty Wordsbull Adding details that breath life into the topicbull Setting up googledocsbull Using accurate language aligned throughoutbull Titles echo echo echohellipbull Writing a compelling introbull Creating a strong finishbull Writing a cover letterbull APA references

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Essential Elements of Writing Circles

StudentsName the group

Choose a writing topic

SharerespondReflect in WC notebook

Collaborate to reviseeditpublish

Teacher Conducts minilessons +mentor texts

(craftmanagement)

Historical GroundingResearch on Writing Process

Donald Murray (1982)

70 of the time should be devoted to prewriting including

Choosing a topic (Graves 1976 Chandler-Olcott and Mahar) jotting ideas in a notebook (Fletcher1996) considering purpose (Halliday 1975) audience

and genre (Langer1985 Hilyard 1983)

Graves (2003) calls these activities of generating gathering ideas to be ldquorehearsal activitiesrdquo

Generating ideas amp forming groups (Roberts) or

Forming groups amp generating ideas (Vopat 2009)

bull As a whole the class generated a list of 10-12 possible ideas amp volunteers who were passionate about one of the topics formed groups

bull Then we proceeded to see if we had enough people to form a viable group of about 5-7 seven members

Invigorating experimentation

bull My students faces grinned widely when they noticed literature circles on the syllabus

bull because they had been exposed to this format in earlier coursework

bull However when I explained the concept of collaborative writing through writing circles some faces looked a bit nervous One group even named themselves the Worry Warts

bull This presentation attempts to tell the story of my students evolving as writers through a new strategy called writing circles

The Story of Writing Circles - Sherron

bull Generating a stmt of the problemmdashFind the focusbull Writing-go-roundbull Transitions amp guiding sentencesbull Effectively using subtitlesbull Erradicting Empty Wordsbull Adding details that breath life into the topicbull Setting up googledocsbull Using accurate language aligned throughoutbull Titles echo echo echohellipbull Writing a compelling introbull Creating a strong finishbull Writing a cover letterbull APA references

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Historical GroundingResearch on Writing Process

Donald Murray (1982)

70 of the time should be devoted to prewriting including

Choosing a topic (Graves 1976 Chandler-Olcott and Mahar) jotting ideas in a notebook (Fletcher1996) considering purpose (Halliday 1975) audience

and genre (Langer1985 Hilyard 1983)

Graves (2003) calls these activities of generating gathering ideas to be ldquorehearsal activitiesrdquo

Generating ideas amp forming groups (Roberts) or

Forming groups amp generating ideas (Vopat 2009)

bull As a whole the class generated a list of 10-12 possible ideas amp volunteers who were passionate about one of the topics formed groups

bull Then we proceeded to see if we had enough people to form a viable group of about 5-7 seven members

Invigorating experimentation

bull My students faces grinned widely when they noticed literature circles on the syllabus

bull because they had been exposed to this format in earlier coursework

bull However when I explained the concept of collaborative writing through writing circles some faces looked a bit nervous One group even named themselves the Worry Warts

bull This presentation attempts to tell the story of my students evolving as writers through a new strategy called writing circles

The Story of Writing Circles - Sherron

bull Generating a stmt of the problemmdashFind the focusbull Writing-go-roundbull Transitions amp guiding sentencesbull Effectively using subtitlesbull Erradicting Empty Wordsbull Adding details that breath life into the topicbull Setting up googledocsbull Using accurate language aligned throughoutbull Titles echo echo echohellipbull Writing a compelling introbull Creating a strong finishbull Writing a cover letterbull APA references

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Generating ideas amp forming groups (Roberts) or

Forming groups amp generating ideas (Vopat 2009)

bull As a whole the class generated a list of 10-12 possible ideas amp volunteers who were passionate about one of the topics formed groups

bull Then we proceeded to see if we had enough people to form a viable group of about 5-7 seven members

Invigorating experimentation

bull My students faces grinned widely when they noticed literature circles on the syllabus

bull because they had been exposed to this format in earlier coursework

bull However when I explained the concept of collaborative writing through writing circles some faces looked a bit nervous One group even named themselves the Worry Warts

bull This presentation attempts to tell the story of my students evolving as writers through a new strategy called writing circles

The Story of Writing Circles - Sherron

bull Generating a stmt of the problemmdashFind the focusbull Writing-go-roundbull Transitions amp guiding sentencesbull Effectively using subtitlesbull Erradicting Empty Wordsbull Adding details that breath life into the topicbull Setting up googledocsbull Using accurate language aligned throughoutbull Titles echo echo echohellipbull Writing a compelling introbull Creating a strong finishbull Writing a cover letterbull APA references

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Invigorating experimentation

bull My students faces grinned widely when they noticed literature circles on the syllabus

bull because they had been exposed to this format in earlier coursework

bull However when I explained the concept of collaborative writing through writing circles some faces looked a bit nervous One group even named themselves the Worry Warts

bull This presentation attempts to tell the story of my students evolving as writers through a new strategy called writing circles

The Story of Writing Circles - Sherron

bull Generating a stmt of the problemmdashFind the focusbull Writing-go-roundbull Transitions amp guiding sentencesbull Effectively using subtitlesbull Erradicting Empty Wordsbull Adding details that breath life into the topicbull Setting up googledocsbull Using accurate language aligned throughoutbull Titles echo echo echohellipbull Writing a compelling introbull Creating a strong finishbull Writing a cover letterbull APA references

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

The Story of Writing Circles - Sherron

bull Generating a stmt of the problemmdashFind the focusbull Writing-go-roundbull Transitions amp guiding sentencesbull Effectively using subtitlesbull Erradicting Empty Wordsbull Adding details that breath life into the topicbull Setting up googledocsbull Using accurate language aligned throughoutbull Titles echo echo echohellipbull Writing a compelling introbull Creating a strong finishbull Writing a cover letterbull APA references

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Getting started in Writing Circles

bull Vopat did however think of practical components that I would have overlooked

bull 1 We need a NAME

bull 2 We need a folder with pockets for each group

bull 3 Discuss why you chose this grouphellip

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Some helps along the wayhellip

bull Affinity exercise with post-its

bull Move to web mindmap bubblemap outline

bull Avoid intro amp concl at first

bull Launch in the body assigning parts

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Schedule for writing circles

bull 5-10 min of minilesson

bull 10-20 min of application amp planning

bull Teacher walking amp facilitating process

bull Itrsquos about the process

bull Itrsquos not about product yet

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Research Questions for Pilot Study

1 What shifts in attitudes about authorship do teacher candidates self-report

2 How do teacher candidates self-report their perceptions of themselves as authorswriters

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Survey Reflection for Writing Circle

After a semester of participating in a new pedagogical strategy entitled writing circles (Vopat 2009) would you mind if I pick your brain about your collaborative writing experience If you choose to volunteer to respond be assured that your individual answers will not be identified and only aggregate data will be reported Many thanks 1 How would you rank yourself as an author BEFORE this semester began Circle one

5-strong 3-avg 1-weak2 How would you rank yourself as an author at the END of the semester Circle one

5-strong 3-avg 1-weak3 Please comment on participating in writing circles at the BEGINNING of the semester What were your perceptions then Does anything stand out to you

4 Now looking back what was the best thing about joining a writing circle

5 What was the least favorite thing about being a member of a writing circle

6 How did the experience of writing collaboratively affect your attitude Your skillATTITUDE _____ Positively SKILL _____ Positively_____ Neutral _____ Neutral_____ Negatively _____ NegativelyPLEASE COMMENT

7 What have you learned from the process of writing circles

8 What will you take from this experience into your future classroom Or notDEMOGRAPHIC INFORMATION What is your major ___ ELEM _____ EXEDCheck one ______ lt 25

______ 26-35______ 36-45

______ 46- 55______ 56+

Any prior experience as a writerauthor ____ In what ways________

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

What shifts in attitudes about authorship do teacher candidates self-report

Quantitative Descriptive Statistics N Mean SD Min Max

Self-perception before writing circles 28 311 1031 1 5

Self-perception after writing circles 28 421 957 3 5

Chi Square Goodness of Fit

Self-perceptionbefore writing circles

Self-perception after writing circles

Chi SquareDf

Asymp Sig

328573

000

105712

005

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Results Improvement in Self-Rank

0

2

4

6

8

10

12

14

16

weak average good strong

Self-reported rank as an author after the collaboration

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

EXPLORINGSelf-reported Growth as Authors

How do teacher candidates self-report their perceptions of themselves as authorswriters

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Qualitative Themes

RELATIONSHIPS

IDEAS

FEEDBACK

IMPROVEMENT

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Value of Collaboration Themes 1 amp 4

bull IdeasFeedbackldquoThe best thing about joining a writing circle was having other students to turn to for suggestions and ideas Having 4 heads to work is better than one I was introduced to suggestions I would have never come up with on my ownrdquo

The best thing was being able to bounce ideas off of other people and receive immediate feedback on my writing from my peersrdquo

ldquoYou get feedback on your own writing as well as have others build on your ideas to make one big oneldquo

ldquoThe best thing was definitely being able to share ideasrdquo

ldquoWe bounced ideas off each other and blended our ideas together to make it work- such as the titlerdquo

ldquohelliphellip opened my eyes to new ideas and different points of viewrdquo

I was able to come up with ideas to share with my group and receive positive feedback and working with these ideas to make them the best possiblerdquo

ldquoGetting to collaborate with others listening to ideas and sharingrdquo

Getting other peoples insightsrdquo

ldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquo

ldquoOne thing I really enjoyed was how our poem started to come together Every class meeting we had some new ideas to add or deleterdquo

0

2

4

6

8

10

12

14

16

Ideas improvingwritingfinal

product

Relationships Feedback

Perception of the value of collaboration

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Theme 2 Improving WritingFinal Product

bull The best thing was definitely being able to share ideas and work together as a group to improve our writingldquo

bull I think the best thing about joining a writing circle was seeing the final product put together after the efforts of all membersldquo

bull I think it has helped me a great deal to work with others Our project turned out greatldquo

bull Collaboration of ideas Together we produced a great productldquo

bull I loved working with my group and felt like my writing improved

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

The Value of Collaboration Theme 3bull RelationshipsI made a lot of new friendsldquoWorking with wonderful intelligent womenrdquoldquoI met new peoplehelliphelliphelliprdquoldquoWe got to really know our classmates and begin working with each otherldquoldquoHaving the opportunity to write with my peers and build upon our piece by sharing ideasrdquoldquoWorking together as a group and learning new strategiesrdquoldquoGetting to collaborate with others listening to ideas and sharingrdquoI loved working with my groupThe best thing about joining a writing circle was a positive outlook on group work and now I have a great appreciation for all my group members and all their hard workldquoBeing able to share your work and get feedback from a groupldquoldquo I liked interacting with people in the classrdquo

0

5

10

15

20

25

positive neutral negative

Collaboration experience

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

Lessons Learned Writing Circles

bull Did teacher candidates report that they are likely to use writing circles in their future classrooms

bull I have learned more about the steps of the actual writing process through authentic hands on experience in the writing circles

bull I learned how beneficial it can be for my future students to have time set aside for them to write collaboratively in writing circles Through working with other students they are given the opportunity to share their ideas and examine new onesldquo

bull I will implement writing circles in my class to build writing ability and confidence in my students

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

ANY QUESTIONS

Writing Circles Enhancing writing experiences by providing a bridge for literacy communities

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

References Bailey P J (2014) Veteran elementary teachers collaborating in professional learning

communities a phenomenological study Educational Doctoral Theses Paper 172 Retrieved from httphdlhandlenet2047d20004962

Bandura A (1977) Social learning theory Englewood Cliffs NJ Prentice HallBernhardson S (2011) We are currently preparing students for jobs that donrsquot yet

existhellip Retrieved from ctworkingmomscomBogardJM amp McMackin MC (2012) Combining traditional and new literacies in a

21st century writing workshop The Reading Teacher 65(5) pp 313-323 DOI 101002TRTR01048

Commeyras M amp Sumner G (1996) Literature discussions based on student-posed questions The Reading Teacher 50 262-265

Daniels H (2002) Literature circles Voice and choice in book clubs and reading groups Portland ME Stenhouse

Ede L S amp Lunsford A A (1990) Singular textsplural authors Perspectives on collaborative writing LA Arts amp Disciplines Carbondale IL SIU Press

Edmonds WA amp Kennedy TD (2013) An applied reference guide to research designs Quantitative qualitative and mixed methods Berleley CA Sage Publications

Galda L amp Beach R (2001) Response to literature as a cultural activity Reading Research Quarterly 36 64-73

Graham S amp PerinD (2006) Writing next Effective strategies to improve writing of adolescents in middle and high school Washington DC Alliance for Excellence in Education

IES (2012) Teaching elementary school students to be effective writers What Works Clearninghouse Retrieved from httpiesedgov

Kim H amp KS Eklundh (2001) Reviewing Practices in Collaborative Writing Computer Supported Cooperative Work New York NY Kluwer Academic Publishers 10 pp 247- 259

Lee A amp Boud D (2003) Writing groups change and academic identity Research development as a local practice Studies in Higher Education 28 187-200

Murray D (2003) A writer teaches writing 2nd ed BostonMA Wadsworth Publishing

Myhill D amp Jones S (2009) How talk becomes text Investigating the concept of oral rehearsal in early yearsrsquo classrooms British Journal of Educational Studies 57(3) 265-

284 Doi10111j1467-8527200900438xNational Commission on Writing (2002) Noel S amp Robert JM (2004) Empirical Study on Collaborative Writing What

Do Co- authors Do Use and Like Computer Supported Cooperative Work 13 63ndash89Paris SG amp Turner JC (2014) Situated motivation In Student motivation

cognition and learning Google Books Retrieved from booksgooglecaPeterson R amp Eeds M (19902007) Grand conversations Literature groups in

action Portsmouth NH Heinemann Pintrich P R Donald R Brown D R amp Weinstein C E (1994) Student

motivation cognition and learning Essays in honor of Wilbert J McKeachie pp 213- 228 Hillsdale NJ Lawrence Erlbaum

Posner IR amp RM Baecker (1993) How People Write Together Readings in Groupware and Computer-Supported Cooperative Work Assisting Human-Human Collaboration San Mateo CA Morgan Kaufmann pp 239-250

Reed CJ McCarthy amp Briley B (2002) Sharing assumptions and negotiating boundaries College Teaching 50 22-26

Rimmershaw R (1992) Collaborative writing practices and writing support technologies Instructional Science Volume 21 (1-3) pp 15-28

Tompkins G (2012) Teaching writing Balancing process and products Fresno CA Pearson

Vopat J (2009) Writing circles Kids revolutionize workshop Portsmouth NH Heineman

U S Department of Education (2008)Zinsseer W (2010) The life changing message of On Writing Well is

Simplify your language and thereby find your humanity Retrieved from williamzinsseercom