September 28, 2018Among the key criteria for English/Language Arts is a focus on the close reading of texts—preparing students to read more carefully, grasp the meaning in more complex texts, and to infer meaning from what they read. IWT’s “Writer as Reader” workshops model writing practices that support close reading and Common Core standards in all subjects, and invite secondary and college teachers to consider “writing to read” as a central classroom practice, one that shows rather than tells students how writing clarifies meaning in literary, historical, and nonfiction texts. These techniques are the starting point for each workshop.
IWT workshops also invite readers to find their own ways into a text. Working with diverse writing-to-read strategies, workshop participants discover what they bring to the text, what is noticeable in the text and what is inferred, and what questions the text poses.
This year we will include sessions on novels, poetry, nonfiction, historical documents, STEM texts, and other media. As educators have come to expect, these workshops focus on putting texts into conversations with other texts, with historical events, and digital media. The “Writer as Reader” workshops also model writing and reading activities that can focus class discussion, help students engage with difficult material, and emphasize the social character of all learning.