 Dr. Jennifer Sanders & Dr. Rebecca Damron Oklahoma State University

 High school writing centers – more common o Farrell (1989), Fels & Wells (2011)  Some middle school centers o Kent (2010)  Rare in elementary schools

 Requires metacognitive skills  May not lead to better writing (Calkins, 1994)  May be limited to editing tasks and conversations about the writing process (Fletcher, Williams, & Portalupi, 2006; Routman, 2005).

How the elementary writing center emerged…

 Fifth grade tutors – Fourth grade writers o Volunteers! o Sign-up Sheet  Library/Media Center o Once a week o 45 minutes  OSU graduate student facilitators  Alternative WC models

 Week 1: An Introduction to the Writing Process  Week 2: Learning to Peer Tutor with the WRITE Mnemonic  Week 3: Peer Tutoring Demo  Week 4: Ideas and Content – Adding Details; “Show, don’t Tell”  Week 5: Organization and Sequence  Week 6: Word and Sentence Fluency  Week 7: Conventions  Week 8: Practice Coaching

 Week 1: An Introduction to the Writing Process  Week 2: Learning to Peer Tutor with the WRITE Mnemonic  Week 3: Peer Tutoring Demo  Week 4: Ideas and Content – Adding Details; “Show, don’t Tell”  Week 5: Sequence and Organization  Week 6: Word and Sentence Fluency  Week 7: Conventions  Week 8: Practice Coaching

 Rosemary Faucette (1997), NCTE Ideas Plus  A metaphorical activity to compare the writing process to the process a sculptor might use to create a work of art “Pencil Eating Monster”

 Paper Airplanes and the Writing Process o 2 nd Gr. Adaptation  Introduce the activity  Teacher demonstrates how to make paper airplanes; students followed along.  Fly the planes  Make modifications  Launch them again  Decorate the paper airplanes  Discuss the connections between making airplanes and the writing process

 Annie Ortiz: “I asked what we did first. They responded with “folded it,” “took the papers,” or “made a triangle.” I asked, “Before we ever folded it, what did you do?” They said, “Got excited!” I told them their excitement was because they had imagined the paper airplane before we ever made it. They got a picture in their head of the cool planes they could make. I then explained how that’s exactly what writers do: they imagine the type of thing they might write.”  Then, she showed a variety of books in different genres.  Continued to discuss the steps in the creative processes.

 Key principles for peer-tutoring: 1) Tutors respect the writer by not writing on their paper; the writer retains control over the piece. 2) Ask open-ended questions rather than telling writers what to do. 3) Have the writer read the piece out loud. 4) Focus on content/ideas and organization first, and sentence structure and mechanics second. 5) Stay positive and encouraging. 6) Get the writer to talk about his/her ideas, process, and piece.

 Students used their clay pencil holders to peer conference. o Paired students o 3-4 minutes for each tutoring session o “Leave the creator with one or two suggestions for making the pencil holder even better.”

 Two teachers model the peer tutoring process o Use your own, real writing. o Use document camera, overhead, or photocopies of the writing.

 Greet the writer. o Make small talk; build rapport.  Start the writing conversation. o “Tell me what you’re writing about.” o “What was your assignment?” o “Who is this piece for?”  Ask the writer to read the piece aloud.  Be positive.  Ask open-ended questions.  Wrap up the session. o “Is there anything else you wanted to talk about?” o “What will you do next with this piece?”

 Craft Lesson: Farm by Elisha Cooper  Students draft a piece in any genre, applying craft lesson  Students practice peer tutoring, using Question Chart Proper NounsMetaphors & SimilesShowing ActionsUsing Your Senses Image from:

 What else do you think is necessary to teach students in order to facilitate effective peer writing conferences?  What idea can you take away from this presentation and try or share with your own students?

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