In the modern classroom, the need for academic conversations that enhance the writing and revision process is paramount. When students recognize opportunities to elaborate on their thinking while writing, it signifies a step toward independence and lifelong writing skills. As an interventionist observing students within a tiered learning system, it is evident that engaging in discussions about writing fosters self-regulation more effectively than solitary reflection. Educators need practical strategies and guidance to cultivate these academic conversations, which will ultimately improve writing outcomes and prepare students for standardized assessments.

The Importance of Academic Conversations

Vygotsky’s concept of “tracking the movement of the mind” is crucial in understanding and improving writing. Academic conversations provide a platform for students to articulate their thoughts, receive feedback, and reflect on their writing. This process of verbalizing and discussing ideas helps students to internalize and elaborate on their thinking, leading to more detailed and reflective writing.

According to Kissel (2017), “Over time, students can see how their thinking evolves” (p. 45). This evolution is facilitated by academic conversations where “students serve as teachers” (Kissel, 2017, p. 112). By asking children to reflect on their learning, “whether it’s verbal or written – is much like asking someone to examine the joys and challenges of their lives” (Kissel, 2017, p. 63).

Strategies for Enhancing Writing through Academic Conversations

Praise, Positive Feedback, and Practice: Elaboration and reflection are more likely when students receive encouragement and constructive feedback. Providing time for students to practice these skills is essential.

Intentional Discourse: Researchers suggest that intentional, structured discourse is key to effective writing. Educators must create opportunities for students to engage in meaningful conversations about their writing, focusing on specific elements such as sensory details, key points, and writing craft.

Guided Activities: Educators can simulate the student experience by participating in guided activities. For instance, writing a ten-minute journal entry and then using guided questions to interview a partner about their writing. This process helps educators understand how to facilitate similar activities with their students.

According to Zwiers (2009), “Students became more independent thinkers and talkers, shaping their conversations on their own” (p. 25). This independence improves whole-class discussions, as “students used many of the prompts from their cards during group discussions” (Zwiers, 2009, p. 34). Instead of depending on the teacher to mediate comments, “students built their responses on others’ ideas without ‘popcorning out’ unrelated thoughts” (Zwiers, 2009, p. 37).

Implementing Academic Conversations in the Classroom

1. Creating a Guide for Students and Educators

A step-by-step PLC was developed for grades 3-8, offering strategies to foster a community of writers through intentional discourse.

Sentence Stems and Interview Activities: Specific structured prompts to help students engage in meaningful conversations about their writing. Examples include:

“What are some words or phrases you enjoyed hearing from my writing?”

“What were some key points I mentioned that helped you understand my answer to the question?”

“What craft could I include to make my writing better?”

Student Writing Samples: Showcase samples of student writing before and after academic conversations to demonstrate the impact of these discussions on writing quality.

Writing Exercises: Students write a short piece and then engage in guided discussions using research-based questions.

Partner Interviews: Writers will interview each other about their writing, noting key points and potential areas for elaboration. These are not hard and fast interview questions, but a way to begin the conversation.

Reflection and Sharing: Writers will revise their writing based on the feedback received and share their final versions with the group.

Reflection and Application

After participating in these activities at a Professional Learning Community or Professional Development Workshop, educators reflect on how they can integrate these strategies into their teaching practices. Questions for reflection may include:

“How can you use this in your practice of teaching writing?”

“How will this work with your students?”

“What are some ways you can use this strategy in your writing class?”

By integrating regular practices where students reflect on their grades, their journey, and their individual strengths and challenges, educators weave a social-emotional thread throughout their curriculum, fostering self-awareness (Tucker & Novak, 2020). Allowing students to lead conversations about their progress promotes personal growth, self-awareness, responsibility, communication skills, and strong relationships, all contributing to academic and personal development (Tucker & Novak, 2020).

Conclusion

Cultivating academic conversations in the classroom is essential for enhancing the writing process and fostering independence in students. By providing educators with practical strategies and guided activities, we can create an environment where both students and educators feel valued and engaged in the exploration of writing. This approach not only improves writing skills but also prepares students for the challenges of standardized assessments and beyond.

Works Cited

Kissel, B. (2017). When Writers Drive the Workshop: Honoring Young Voices and Bold Choices. Stenhouse Publishers.

Tucker, C. R., & Novak, K. (2020). The Shift to Student-Led.

Zwiers, J. (2009). How to Start Academic Conversations. Stenhouse Publishers.

Unlock the potential of your student’s writing through the power of academic conversations! Join us for a transformative workshop to empower teachers to foster intentional discourse in the classroom, enabling students to self-regulate their writing gradually. Engage in dynamic activities, including interviews, and learn how to build a strong foundation for academic conversations that will elevate your writing instruction to the next level. Take advantage of this opportunity to enhance your teaching skills and inspire your students to excel in their writing journey!

Teachingthtemprano@gmail.com

“Writing means sharing. It’s part of the human condition to want to share things—thoughts, ideas, opinions.” — Paulo Coelho

At the beginning of each school year, we as educators must cultivate an environment where learning thrives through building a community of learners. The challenge is how to do this without compromising the rigor that we strive to maintain, all while our students eagerly absorb knowledge.

I have an idea that, while not new, requires time and effort but offers monumental benefits. It’s simple yet profoundly empowering for students, fostering a student-centered classroom of lifelong learners and writers across all subject areas.

SHARE: Writing journals is cathartic for adults and serves the same purpose for children, regardless of age or ability. If students cannot write, they can draw and include thought or speech bubbles. The essential point is not the writing itself—it’s the sharing!

Student voice is often stifled by the demands of the day or the rigor required in the classroom. Sharing provides an opportunity for students to hear their peers, mimic writing choices, and engage in the writing process like no other activity. It creates a community of writers, speakers, listeners, and readers. Here’s how I implement this in my classes, and it has truly transformed my teaching.

During the first week of school, students begin writing in their journals. At least three students share each day. To ease them into the process and show solidarity, I share my journal entry first, alleviating some of their nervousness.

I award 5 ClassDojo points or 5 Star Points (a star stamp or sticker) to each student who volunteers to share their writing. All students are required to listen by writing down one thing they liked about their peer’s reading. This can be noted on a post-it or underneath their journal entry, promoting active listening. We clap for the students when they finish reading, and three volunteers share what they liked using these sentence stems:

• I really liked hearing…
• As ______ read, I heard…
• I want to know more about __________ from __________’s journal….
• I liked it when you read….

Many educators, myself included, previously viewed shared time as a time-waster due to the constant pressure of completing writing assignments and preparing for tests. However, through the pandemic, I embraced sharing time to connect with my students on a deeper level and provide breaks from writing for reflection. This simple act revolutionized my teaching style. My colleagues noticed a positive change in my students’ demeanor and my own. The key was building a community of writers through talking, discussing, and sharing. Allowing students to share their writing led to expressions of ideas, thoughts, and cultural differences that became springboards for other writing activities and emotional responses. Students grew closer, fostering kindness and reducing bullying.

To amplify this newfound excitement, I attended a workshop in Texas led by one of my ELA mentors, Gretchen Bernabei. She demonstrated how sharing can enhance instruction, create a community of writers, and help students internalize ELA concepts.

Here’s my tip: While it may seem like something we don’t have time for, carve out 5-15 minutes where you, the educator, share alongside the students. Your students will surprise you and improve exponentially, all while smiling and enjoying the learning process.

Sweet Success. Brilliant. Community.

I hope you implement this in your classrooms this year. Embracing this mindset and stepping outside your comfort zone can yield lasting inspirational results.

If you do, please share your successes with me! I would love to hear from you at teachingwithtemprano@gmail.com.