Joining The Literacy Club: The #WritingRocks Summary

613SRCG6MPL._AC_US218_This month’s #WritingRocks chat focused on contemporary psycholinguist Frank Smith’s ‘Joining the Literacy Club’.  HUGE thanks to everyone who contributed to the whirlwind of practical suggestions on how to join the literacy club, in the spirit of Frank Smith, including the ‘lurkers’ who we know learn so much from being a part of this online #writingforpleasure club.

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Writing For Pleasure Practice: Creating Class Publishing Houses

Having read Back & Forth: Using An Editor’s Mindset To Improve Student Writing by Lee Heffernan, I was inspired to create a class publishing house in my own classroom. This is a recount of how I went about it.

We are now about half way through the academic year and the children are settling into the idea that they can of publish personal writing projects into the class library. Writing is being undertaken at home and is also making its way into the class library. Children are increasingly talking about writing and are writing collaboratively too. Confidence has been built and a sense of writer-identity has been established. The children are beginning to believe they are writers and that they have many things to say and share with each other.  

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What Teachers Do To Make Every Child Feel Like A Writer

Teachers must help children to perceive themselves as writers before they are able to write for themselves. – Frank Smith

The world is not divided into the people who know how to write and those who don’t. – Philip Gross

As part of our ongoing work on building a Writing For Pleasure pedagogy, we have been reflecting on the second principle of our Writing For Pleasure manifesto:

High Expectations: Seeing Every Child As A Writer (2)

Effective writing teachers hold high achievement expectations for all writers. They see all children as  writers and, from the first, teach strategies that lead to greater independence. They make the purposes and audiences for writing clear to children for both their class and personal writing projects. They teach what writing can do. They also promote the social aspects of writing and peer support in their classrooms.

What do you need to consider as a teacher to ensure you are creating an inclusive environment where all apprentice writers can flourish?

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