The Colorado Writing Project is planning to meet participants in person this summer, but we will also offer the option of our online courses. We will add sites as we schedule them.
Our on-site workshops meet for 2 weeks. In the mornings we study the teaching of writing, and in the afternoons teachers participate in a writing workshop. We believe:
teachers of writing should be writers themselves
our students need choice in what they write
our students need time to write
our students need timely response to their writing from both their teachers and their peers
our students need direct instruction
Or join us in a 4-week synchronous/asynchronous online workshop. You will do much of the work on your own at your pace. Participants will meet online with their instructor for weekly class meetings and with small workshop groups to share writing. You will also meet online for one-on-one writing conferences with your instructor. Participants from outside of Colorado are welcome!
The Colorado Writing Project is going online again this summer. We hope next year we will be back with our 2-week onsite workshops.
Join us in a 4-week synchronous/asynchronous workshop. You will do much of the work on your own at your pace. Participants will meet online with their instructor for weekly class meetings and with small workshop groups to share writing. You will also meet online for one-on-one writing conferences with your instructor.
Participants from outside of Colorado are welcome!
Take the time to share Golden Lines of student writing!
I wish I knew why we write. I do not mean “authors” purpose. I mean this writing that digs into my heart. Is it an important part of the human experience? Can we get to the same stuff as oral processors? Percolating on these questions.
I’m going to start writing – every single time my kids are writing.
Thanks for the time to write! Today I realized I need to be my own writing teacher and encourage myself to do this — that I have ideas worth exploring and revising.
*Golden line *Teacher revision – live! *Playing with writing, not fixing it.
Courage comes first – to write to tell your story. Sharing makes us feel like writers. Then we are willing to revise.
I love the idea of looking for the true heartbeat of a piece.
This just adds to the plan I have after hearing Ralph Fletcher. This new Greenbelt Writing Project I’m going to start where I encourage students to defy genre with their writing.
That revision does not have to be a difficult/teeth-pulling process! Revision helps empower writers.
I am planning on exploring this idea of the heart of the writing. Loved this!
There are so many things I’ve learned – is this method/idea the one thing I will have time to do?
Give students the space to try.
A good way to demonstrate the why of revision to students. Give them a real world example—not just some other task they have to do.
A beautiful reminder that letting writers play as revisers builds courage and celebrates them as writers.
I wish there had been an invitation to play. The writing and revising was the painful (traditional) way.
My take away from this session has been the ability to fail on the first try but be given chances to improve upon it, learn from it, and know I’m not the only one. The “it” is writing.
Revision doesn’t mean scrutiny. It means time to play – review, revise, re-see and spice things up!
How do we get kiddos more time to passion write?
Love the heart of the story. How to integrate specific writing skills with the greenbelt?
Find time no matter what to allow kids to write about whatever they are passionate about. Give them courage to understand it’s a messy process.
Sharing—reading your writing out loud is the key to revising.
My take away is that revision is what all writers wrestle with as they polish.
Georgia Heard’s Revision Toolkit has valuable questions that move away from basic questions to ones that dig deeper, yet are respectful of the writer.
Writing with kids makes all the difference in the world.
Revision is the love of writing.
Write Your Way Out—what a great start to a quick write. I’m reminded that writing is a process that takes time—revision takes time and play.
We must change the way we talk about revision. It is not a to-do list of doom but an opportunity to find your voice.
I love the questions for peer conferring – revision questions that you ask the writer before they share their writing.
I want to work to provide opportunities for my students to take ownership of their writing and feel that they truly are writers.