Student Coaching A Guide to Creating True Student Editors

The Problem Students still learning Writing rules Discovering individual style Learning journalism style/A.P. style Editors do what is fast Reporters/Writers continually relying on adviser for story help

Coaching vs. Editing Discussion based Listening and Questioning Problem solving Interactive Writer responsibility Individual work Corrective Power remains with editor Ownership of article Writer less involved

The Research (briefly) “When students worked in small groups to solve problems, by discussing problems, the learners were able to talk each other through to the solutions, which is to say that by helping other group members, they collectively solved problems more efficiently than they could solve them when working alone.” —K.T. Henson, Foundations for Learner-Centered Education, citing Vygotsky’s research

Can students coach? The answer is yes…with guidance, and it takes time to develop Needs to be implemented at the start of the year Can grow as the year progresses and as the staff deems necessary

The Process Has to go start to finish Continual involvement Watch out for “giving up” Workload might have to change for different positions Adviser supervision is a good idea

Start to Finish Immediately starts with the brainstorm or before the brainstorm Editors follow up with board meeting, reporters/writers begin “plan” Editors meet with section/spread Finishes with section meeting at end of layout/design

Continual Involvement Editors must be visible, available, guiding, and questioning through the whole process Brainstorm Plan Interviews and Research Jot Outline Writing Coaching session Rewriting Finalizing

Involvement Part 2 Consider involving other necessary people in conversations: Artist Photographer EIC Graphic Designer Webmaster

Don’t give in The process takes time Students may try to fight it initially Some students may pretend that they “coached” or were “coached” Editors will be frustrated

Adviser Supervision Model the process with just the editors Sit in on the meetings Give advice when needed or when solicited…otherwise question them Keep track of what is being discussed or monitor a record of conversations

Coaching Goal Create more proficient writers Establish an autonomous staff (one that needs advising, not constant watch) Turn Editors into leaders Open communication between staff members

Coaching Writing Give Editors a guide and make them practice with you around Know editors’ strengths and weaknesses Make editors aware of their strengths and weaknesses Discuss coaching session expectations with reporters

The Writing Process (based on Jack Hart’s process) Idea Information Gathering Focus Organizing Drafting Polishing

Ideas Encourage students to read whatever publications they can get their hands on Have them sit in on meetings/gatherings/practices around the school Do an occasional walking field trip Do quick free writes in class and see what comes out

Ideas continued Extrapolation: what will a phenomenon cause to happen? Synthesis: Can unrelated elements be connected? Localization: Does something national or international have local consequences? Projection: Look for impacts and countermoves —based on WSJ Writing Coach Bill Blundell’s formula

Ideas completed Have editors push students away from “A look at ____________” stories Already creates problems Provides no real focus Makes weak, boring stories Causes the “Notebook dump”

After the idea The writer should write a “Theme Statement” Short, one line, simple An assertion that will anchor the project Contains a transitive verb that raises the question “what?” A causes B kind of thinking Ex: “The myth of the perfect first line (subject) obscures (transitive verb) the importance of focus and organization (object).

Information Gathering Every writer is a reporter Find the following: What people say happened Records of what happened What he/she observed happening Before you jump in, though, you have to plan and establish a logical order

Organizing When there is no organization: Writers delay the process Deadlines are missed Quality declines Writing becomes repetitious Writers don’t develop a strategy or process

Good Organization Sift through notes Identify key elements from research and interviews Return to theme statement and refine it Talk it out with the editor or another staffer

The Jot Outline Put the theme at the top Take about a minute to “jot” the key points List the main items you want to cover Provides a good discussion point for the reporter and the editor

Drafting “The cure for writer’s block is to lower your standards.” — William Stafford Just write Don’t fine tune as you go…that comes later Follow the outline and use your annotated notes to support the process

Polishing Should be one of the longer coaching sessions (at least initially) Have two copies: one for the writer, one for the editor Writer should read the story aloud to the editor As they listen to it, both can make notes, but the reporter should keep track of both his and his editor’s comments

What should editors look for? Structure Force Brevity Clarity Rhythm Humanity Color Voice Mechanics Mastery