So, I opened an email from an 8th grade teacher this morning with the subject line, “I hate the flashdraft!” Then, the body:
“First of all, the amount of whining is obnoxious. Secondly, most kids have one crappy paragraph. I just feel like it’s a waste of time. Ugh. We’ll see how it goes tomorrow with assessing and setting goals…”
(The assignment: to compare two dystopian books they’ve read in the reading unit)
Clearly, this teacher is frustrated and rightly so. My first reaction is that our middle schoolers don’t do enough on-demand writing. This year, I’ve introduced writing warm-ups, and Linda Rief’s Quick Writes to MS teachers in an attempt to increase student motivation, engagement, stamina, and volume. These practices are working – but not when it comes to the subject of this Slice.
My second realization is that the writing instruction we do at the MS level is very structured – not enough time spent collecting ideas and drafting. We collect for a bit and then it’s on to minilessons taught on essay (or whatever genre) structure which then turns into a lot of time conferring (a good thing) and rinse and repeat. Our MS teachers are doing great with creating effective and purposeful mentor texts and modeling, but the “sitting with the writing” time that “real” writers do is very limited. How do you do it all in 52 minutes? And this is why there is an over emphasis on teaching and re-teaching structure as core instructional practice in writing units. (I’m exposing vulnerability here because I feel like a more effective coach would have focused on this previously. But, honestly, this morning’s email and writing this Slice have brought it all bubbling to the surface.)
This concentration has led our students to hate the “drafting a whole piece process” because they are uncomfortable with it. They whine. They complain that they don’t know what to write. They are afraid of “doing it wrong.” Of getting a bad grade (which they don’t even receive on a draft!!). Jeez. Writing this out is making me think that we are unsuccessful in creating 21st century risk-takers, students who are able to persevere and keep going through the muck – things that our district espouses.
As a coach, I need to figure this out. As a coach, I need to help my teachers feel more successful with the process. As a coach, I need to look at our curriculum and instruction to see where we can devote more time to the beginning stages of the writing process – collecting ideas, developing, planning, and drafting. But, as a coach, I’m not sure where to go next because our students at this level need to learn the foundations of essay writing (isn’t this the “right” way to teach – hook, reasons, evidence, analysis, thesis, body paragraphs, topic sentences, conclusions, etc.??) before we jump into Marchetti and O’Dell’s Beyond Literary Analysis – or do they????
Feedback and advice is generously appreciated.
5 thoughts on “Frustration with flash drafts – A symptom of the disease”
I see it too in 5th grade. Also, kids hate what I call “the big red X” – meaning, editing and cutting out what doesn’t belong. I try and try to teach them to love the big red X. It doesn’t mean you’ve wasted time, quite the opposite, and so on. They don’t understand the importance of writing and redrafting and editing. The process. What I see, mostly, is they want to sit for like 15 minutes, write the thing, be graded, and move on. We aren’t just teaching different genres and structures – we are trying to change entire mind sets. I’m with you. Keep going. I always just hope my passion for the subject wins as many over as possible. Good post!
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Thank you for the validation and for taking the time to respond. I particularly like, “We aren’t just teaching different genres and structures – we are trying to change entire mind sets.” This work is hard but worthy.
In my studies, I was reading Penny Kittle’s work, which I know you’re familiar with. I’d love to chat more about this!
First, this thinking is a shift in practice so everyone is just doing their best in the shift. Here’s my latest coaching move, it’s super simple so… I read Debbie Miller’s new book, What’s the Best that Could Happen? In it she makes a point that I have heard many times at Teachers’ College, when we devote most of our time to planning what we are going to do or say, we are going to spend more time doing and saying that. In order to make the minilessons… mini, we coach to plan in short burst, like 10 minutes plan, 10 minutes teach. But more importantly we plan for the work that the students, the writers are going to be doing for the majority of the time. When we plan for that work, how to facilitate the students getting writing done, everything changes. It make take some work on the grand conversation and the interactive writing to get everyone to that place, but it can happen. Now when students are asked to go write, they go write. I know this is simplistic. Sometimes solutions can be. Good luck and remember it’s about approximation, not mastery for students, teachers, and yes coaches.
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Thank you so much for your thoughtful advice. It is right on! I love the “when we devote most of our time to planning what we are going to do or say, we are going to spend more time doing and saying that.” I love this! More writing time – and time for the “right” writing – is necessary.