Incorporating Students’ Perspectives in the Design of Peer Review Activities

By Adam Loretto, Sara DeMartino, and Amanda Godley In our previous post, we discussed students’ views of peer review: that, despite some potential pitfalls, it can be useful to hear from multiple perspectives and to have opportunities in both giving and receiving feedback to develop skills as writers with real audiences. In this post, we…

Image of spiral notebook with letter from teacher to student opposite a letter from student to teacher.

Building Relationships and Understanding with Dialogue Journals: One Entry at a Time

by Brennan Cruser and Stacey Ross Teachers of young children share conversations all day with their students. What if you could capture some of those conversations and provide a space for a one-on-one discussion with each of your students? Dialogue journals provide a space to connect teacher to student as students connect pencil to paper.…

Picture of a stone plaque that reads, "To imagine. To create. To learn."

I Teach Readers and Writers, Not Reading and Writing

by Matthew T. Meldrum In the summer of 2012, I was at a crossroads in my teaching career. I was responsible to write curriculum, but when I looked over the template provided, I realized something wasn’t sitting right. I had just returned from the Heart of Texas Writing Project Summer Institute, the Austin site of…