Writing to Learn or Learning to Write?

     It's comforting to realize that I am not alone when I say I did not receive good writing instruction for the majority of my school years. It's actually the other way around. Good writing instruction is hard to come by. But why? My guess is that teachers aren't aware of all of the strategies that Ray presents in her book. Five categories, that's how Ray helps her students to understand what the layers of teaching a writing workshop will be:

1. how we set up the room to teach (environment)
2. how we live in that room (demonstration)
3. what we teach in focus lessons and conferences (direct instruction)
4. what investigations we plan (inquiry)
5. what we require as writing homework (the potential of the world)

     Not only should our students understand these five ways of thinking about learning but we as teachers should understand them to create an active learning space. Reading through the chapters, I can't help but think back to my experience as a young student. I see how beneficial a good writing workshop can be and I know that I did not partake in a classroom that had this. I almost feel as if I was cheated out of experiences and an appreciation for literature and writing. Sure, I enjoy reading and writing now, that has come from within myself but a little outside help and motivation would have been nice. This only makes me realize how important this will be when I am designing my own classroom. It will be my job and my most important goal to create a dynamic learning environment for my students.

As Ray states, "Everything we do in our writing workshops, every move me make, teaches students."