Writing a reflection on a workshop

How do I write a good personal reflection?

Teaching writing is tough. Each year, I set out to build a community of writers, and it is no easy task. One of the toughest things for my students is writing endings. They always start out with catchy beginnings only to get bogged down and just stop at the end. It allows them to be creative, and it helps me to identify their voice as a writer.

To start our mini-unit on writing endings, I gave my students a pre-assessment of the substandard to figure out where their knowledge is with writing endings. These substandard writing assessments are from my English Language Arts Assessments and Teaching Notes for grades I call them writing partial completes in each of my assessments.

Students must complete the writing to show their knowledge of the standard. You can see for this substandard assessment above, the ending is left out for students to complete.

Once I pre-assess students, I can then quickly check their work to figure out what I need to modify or differentiate in my teaching. Once I hand back their pre-assessments, they document their scores in their Student Data Tracking Bindersrate their levels of understanding of the standard, and we begin!

We start our lesson by addressing the standard so students know where they are headed with their learning. The great thing about this substandard is that it is extremely open ended. As long as students provide some type of closure or conclusion that follows from the narrated experiences or events, they will meet the standard.

The way in which a student can get there is endless. The main thing I focus on when teaching endings is to notice different endings in all of the literature that we read. Most of the time, students just finish a book without any reflection on the different strategies the author used to end the story.

I read a book or just the ending of a familiar bookhad students turn to a neighbor and share what they noticed, and then we came back together as a class to discuss. We then worked together to compile an anchor chart of what we noticed about the endings of these mentor texts.

I put out a basket of books on each table for students to read through.

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Then, they used sticky notes to write down what they noticed. After students had been given enough time, we came back together and shared more of what we noticed.Final Paper Countdown is coming--reserve your space now!

The UWC is once again hosting Final Paper Countdown, an undergraduate writing retreat designed to . WRT Intermediate Writing Workshop. A study of strategies for extended academic writing assignments including critical analysis, argument or point of .

Writing Workshop, Part 3: A Reflection October 29, Dana Huff 6 Comments Four students in each of my English classes have had what Ron Berger describes as . 30 Ideas for Teaching Writing.

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Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for Teaching Writing was the winner of the Association of Education Publishers Distinguished Achievement Award for .

At a Journal Workshop: Writing to Access the Power of the Unconscious and Evoke Creative Ability [Ira Progoff] on timberdesignmag.com *FREE* shipping on qualifying offers. What would you like your life to be? Ira Progoff's Intensive Journal Process combines one of the oldest methods of self-exploration and expression--keeping a journal--with a structured format that enables you to get to know the.

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Live It. Share It. Housed in the Office of University Writing, the ePortfolio Project is a campus-wide initiative that offers Auburn students the opportunity to create personal websites that.