Response to Linda Rief's article, "What's Right with Writing"

                At this stage in our writing program, I finally feel I’m not learning new information and am much delighted to recognize the oft stated necessary components for a successful writer’s workshop.   My program is literature heavy, my one area of genuine competency in cultivating a writing friendly environment.  Otherwise, I’ve developed a woefully dry program.  The students write academic essays and poems and short stories, but only the final product is graded.  As one who advocates therapeutic writing, I’ve experienced the understanding that accompanies writing.  I’ve often given writing activities that haven’t been graded, so I suppose I also know at some level the value of process.  Rief addresses the necessity for all these components.  What Rief doesn’t mention in her article that Calkins does and what I consider a clinch to a successful program is predictability and consistency.  Truly I have dedicated the last two years to understanding my population, studying how they think, and addressing what they lack.  I have also been busy learning my curriculum.  Like so many at Charter, I have been an exciting force in my students’ academic career and many tell me they love literature.  Too few have told me they love to write.  I should have heard what was not being said, but I was so constantly and often overwhelmingly busy that I didn’t make room for listening to that void.  It is indeed a treat to hear such diverse and valuable workshops; they become the lollipops in the store window.  I want this one and that one.  I also find it valuable to read the research that supports Reid’s perfect writing program.  I wonder.  I am slowly gaining mastery in recognizing key components of a writing program.  Recognition only.  How might I best hone what I consider the two key ingredients in a writer’s workshop, consistency  and predictability?  Quiet preparation.  Unfortunately, that must come after our workshop has concluded.