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"Writing workshops"
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Developing an academic writing creativity and self-efficacy among Indonesian TVET instructors: Evaluating an online genre analysis-based academic writing workshop
This study designed a five-session online Academic Writing Workshop to help 27 Indonesian TVET instructors prepare the Introduction and Method sections of their publication manuscripts. The instructors' academic writing creativity and self-efficacy were evaluated and analysed statistically before and after the workshop, using a Rasch-based t-test to examine the workshop's impact. The findings revealed that there was statistical difference between TVET instructors' academic writing creativity and self-efficacy before and after attending the academic writing workshop (Mann-Whitney U = 0.00, n
1
= n
2
= 27, p < 0.05) with a relatively small effect size (r < 0.3). The instructors did benefit from the workshop, albeit with relatively limited improvements in aspects of academic writing self-efficacy. Particularly, it was reported that they had increased ability to find ways to overcome their writing difficulties (logit value = 55.10), and to accept or reject feedback they had received (logit value = 53.35). Unfortunately, TVET instructors were unlikely to benefit from the development of their academic writing creativity, and more specifically, the utilization of technology to support their academic writing and creativity. Besides the need for sustainable, genre-based academic writing workshop planning and application, providing a long-term commitment to academic writing education, with provision, personalised, and sustainable writing and technological support for scholarly writing for publication from expert and related governing institution should be made to promote effective ways of promoting career and professional development for TVET instructors.
Journal Article
Effects of Writing Instruction on Kindergarten Students' Writing Achievement: An Experimental Study
This full-year experimental study examined how methods of writing instruction contribute to kindergarten students' acquisition of foundational and compositional early writing skills. Multiple regression with cluster analysis was used to compare 3 writing instructional groups: an interactive writing group, a writing workshop group, and a traditional writing instruction control group. Results revealed significant differences among the 3 methods of instruction for influencing student learning of compositional writing skills. Implications of these findings are discussed.
Journal Article
A delicate aggression : savagery and survival in the Iowa Writers' Workshop
\"As the world's preeminent creative writing program, the Iowa Writers' Workshop has produced an astonishing number of distinguished writers and poets since its establishment in 1936. Its alumni and faculty include twenty-eight Pulitzer Prize winners, six U.S. poet laureates, and numerous National Book Award winners. This volume follows the program from its rise to prominence in the early 1940s under director Paul Engle, who promoted the \"workshop\" method of classroom peer criticism. Meant to simulate the rigors of editorial and critical scrutiny in the publishing industry, this educational style created an environment of both competition and community, cooperation and rivalry. Focusing on some of the exceptional authors who have participated in the program--such as Flannery O'Connor, Dylan Thomas, Kurt Vonnegut, Jane Smiley, Sandra Cisneros, T. C. Boyle, and Marilynne Robinso--David Dowling examines how the Iowa Writers' Workshop has shaped professional authorship, publishing industries, and the course of American literature\"-- Page [2] of cover.
Book
Walking Dead Literacies: Zombies, Boys, and (Re)Animated Storytelling
Increased emphasis on standardization in primary grades can stifle spontaneous literacy play. The authors argue that allowing playful, collaborative, multimodal literacies into primary classrooms and specifically in writers’ workshop can expand and enliven the way we see students’ literacy strengths. The authors look closely at the unique storytelling processes and final performance of a grades K–1 collaborative storytelling group, the Zombie Boys. This group worked over several weeks during workshop/playshop to produce an original story line rich in special effects, music, synchronized dance, puppets, backdrop, and props design and delivered a meaningful and entertaining play performance. The authors also demonstrate possibilities in expanded, equitable literacy assessment for primary grades by using a multimodal checklist and story line graph to gauge narrative complexity and story shape, tracking the group’s minilesson uptake, and describing how peers and teachers received the group’s story when performed for feedback.
Journal Article
Refusing Assimilation, Respecting Agency: A Consent-Based Theory and Practice of Creative Writing
Consent-based pedagogy is the complex, messy work of building toward and enacting shared commitments and values. Consent-based pedagogy resists the assumption that growth and learning are legible only insofar as they are anticipated in prewritten learning outcomes set by the authorized single knower of the teacher; a consent-based model honors students' own intentions, goals, practices, and knowledgeways. As such, a consent-based practice is always emergent, as it is also co-creative. Such an approach foregrounds students' agency not only in their writing but also in the conditions under which their work is received, discussed, and valued. An ethos of consent requires that educators continually interrogate their own positions of power, as they also hold on to their sense of responsibility and accountability. This is a prompt for radical rethinking of education to be a space that honors voice, sustains trust, and respects agency. With such rethinking, the writers in their courses can be seen and respected as facilitators, collaborators, and agents of their own work.
Journal Article
The Writing Workshop: An Antidote to AI Shortcuts
Peterson argues that the writing workshop model offers a powerful response to the rise of AI shortcuts in education by fostering authentic, meaningful student writing. Through scenes of classroom practice, she describes how students develop ideas from personal memories, producing work that reflects genuine voice and growth. While concerns about AI often focus on cheating and detection, Peterson suggests the deeper issue is disengagement: students turn to AI when assignments feel irrelevant or mechanical. Citing widespread academic reliance on tools like ChatGPT, she notes that many educators respond with stricter controls, yet this approach misses the root problem. Instead, she advocates for designing learning environments where students are intrinsically motivated to write. Writing workshops, centered on reflection, revision, and personal meaning, make writing feel purposeful rather than procedural. Peterson emphasizes that when students see value in their work, they are less likely to outsource it, preserving both learning and authentic expression.
Journal Article
The implementation of writing pedagogies in the Write to Read intervention in low-SES primary schools in Ireland
This study describes the initial implementation of the writing component of the Write to Read (W2R) literacy intervention in eight low-SES (socio-economically disadvantaged) elementary-level urban schools. Through customised onsite professional development provided by coaches, the writing component sought to build teachers’ capacity to design and implement a writing workshop framework infused with research-informed practices for writing suitable for their school and classroom contexts, including attention to cognitive, social and affective dimensions. The paper draws on quantitative and qualitative questionnaire data gathered from classroom teachers in the eight schools in Year 1 (n = 66) and Year 3 (n = 62) of implementation, and semi-structured interviews with randomly selected teachers in each school in Year 4 (n = 18). In general, teachers succeeded in implementing a writing workshop approach to teaching writing, within the broader W2R literacy framework, including the allocation of more time to writing instruction. Professional development, including observation, feedback and demonstration by W2R literacy coaches, contributed to high levels of teacher confidence in such areas as planning and teaching fiction and non-fiction writing genres, and analysing writing samples to inform mini-lessons. By Year 3, teachers noted marked or good improvements in students’ attitudes towards writing, volume of writing produced, knowledge of writing genres, and language of response to writing. Areas in need of further support included aspects of the craft of writing, including writing vocabulary, supporting pupils to set goals for writing, selecting mentor texts to teach writing genres, and using a rubric to assess writing development.
Journal Article
From Struggle to Mastery: AI-Powered Writing Skills in ESL Education
Despite reaching intermediate English proficiency, many bilingual secondary students in Colombia struggle with academic writing due to difficulties in organizing ideas and expressing arguments coherently. To address this issue, this study explores the integration of AI-powered tools—Grammarly and ChatGPT—within the Writing Workshop Instructional Model (WWIM) to enhance students’ writing skills. Conducted at a bilingual secondary school, the intervention targeted 10th grade ESL learners and focused on improving grammar accuracy, textual coherence, and organizational structure. Drawing on Galbraith’s model of writing as content generation, the study adopted a design-based research methodology, incorporating iterations of implementation, feedback, and refinement. The results indicate that combining WWIM with AI feedback significantly improved students’ academic writing performance. Learners reported greater confidence and engagement when revising drafts using automated suggestions. These findings highlight the pedagogical potential of integrating AI tools into writing instructions and offer practical implications for enhancing academic writing curricula in secondary ESL contexts.
Journal Article