LEHMAN COLLEGE
INSTITUTE FOR LITERACY STUDIES
Tel: (718) 960-8758
THE CITY UNIVERSITY OF NEW YORK
250 Bedford Park Blvd.
WestFax: (718) 960-8054
Bronx, NY 10468-1589
NEW YORK CITY WRITING PROJECT
Basic Workshop
Purpose
The basic workshop is designed to give participants a first-hand experience with the writing process so they can better understand what happens when they and their students write. Whether the workshop consists solely of English teachers or teachers of all subjects, participants will come into the room with preconceived notions of what “good’ writing is and how writing should be taught. The presenter’s role is NOT to tell teachers that they’ve got it all wrong. Instead, the presenter’s role is to create a nonjudgmental environment where teachers can share what happens to them when they write, raise questions of themselves and others, and feel challenged (but not threatened) by new ideas and possibilities. Through the writing, process, active listening, and discussion, the participants will ultimately arrive at some basic principles of writing. Still, the basic workshop is only a beginning.
What follows here is a skeleton. While the format of the basic workshop remains the same each time, the content of every workshop is unique depending on the participants, the writing, and the presenters who will , of course, add things to it: other processes, hints as they occur, anecdotes about their teaching and about their own experiences in the project, and their own enthusiasm.
Procedure
Acknowledgement
The basic workshop was created by Sondra Perl. Many project members have contributed to its evolution.
Prepared by:
Marcie Wolfe
© 1982 by the New York City Writing Project
Basic Workshop Appendix
Participant Says:
“I kept repeating the title to myself…”
“I needed to reread what I had written so far to see if I was sticking to the topic…”
“When I began writing, I didn’t know that I was going to say (that I hated 3rd grade)…”
“It all came pouring out and made me remember other things too.”
“This isn’t exactly what I wanted to say. It doesn’t seem right to me.”
“I thought of a few ideas that were alright, but then ‘Boom’ another idea came to me and I knew it was the one I wanted.”
“I thought to myself, ‘Will I have to read this aloud?’”
“I wasn’t sure what they wanted me to write.”
“I had to think for a long time and everyone around me started writing immediately.”
“I took too much time trying to find the right word.”
“I kept stopping to check my spelling and punctuation.”
“Fifteen minutes seemed too long.”
“I know I wouldn’t be able to finish in the time allowed.”
“It wasn’t easy for me. It doesn’t flow. I want to work on it some more.”
“I hated the topic so I decided to write something satiric.”
“I needed to smoke.”
“I needed to go to the bathroom.”
“I needed to walk around.”
“I need to disrupt.”
Process Point
Writing is recursive.
Surprises or discoveries may occur when we write.
Memory of an experience may increase while writing about it.
Felt sense (a form of recursiveness)
Awareness of audience
Not everyone’s process is the same.
Premature editing can interfere with composing.
Anxiety about the time allotted to writing can interfere with composing.
Writing can be a struggle – one draft of a piece is probably not enough.
Reaction to a topic can affect composing. (How does a skilled writer overcome a negative reaction to a topic?)
Anxiety about writing.
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