When Lucy Calkins wrote the first edition of The Art of Teaching Writing, the writing workshop was a fledgling idea, piloted by a few brave innovators. Now, as she brings us this new edition, the writing workshop is at the foundation of language arts education throughout the English-speaking world. This new edition, then, could easily have been a restatement, in grander, more confident tones, of the original classic. Instead, it is an almost entirely new book. Clearly, during the time in which Calkins's original ideas have ...
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When Lucy Calkins wrote the first edition of The Art of Teaching Writing, the writing workshop was a fledgling idea, piloted by a few brave innovators. Now, as she brings us this new edition, the writing workshop is at the foundation of language arts education throughout the English-speaking world. This new edition, then, could easily have been a restatement, in grander, more confident tones, of the original classic. Instead, it is an almost entirely new book. Clearly, during the time in which Calkins's original ideas have spread like wildfire, her focus has not been on articulating and defending those ideas, but on developing and rethinking them. Respecting and responding to the questions which have arisen as thousands of teachers establish writing workshops in their classrooms, and drawing upon the latest knowledge in the field and her own intimate understanding of classroom life, Calkins has re-thought every line and every facet of her original text. In this new edition, Lucy has major new chapters on assessment, thematic studies, writing throughout the day, reading/writing relationships, publication, curriculum development, nonfiction writing and home/school connections. More than this, she has deepened her understanding of the writing process itself
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I've been reading my way through Lucy Calkins' works all summer, after attending two workshops about her reading and writing workshops. It has been interesting to see how she has adjusted and built upon her ideas over time. I am encouraged that the child centered, age appropriate teaching we worked so hard to bring to the mainstream in the 80's may be coming back into vogue after years of teacher centered teaching becoming the norm again, presumably because of the back to basics fervor. We teach children. We don't teach curriculum. Calkins is a fascinating writer. Read all her books and use them to synthesize the teaching that is right for you and for your students. If you are a new teacher, read widely from the teaching literature of the 80's. While it is true that Whole Language, when packaged by textbook companies and forced upon teachers who were not comfortable with it, did not work, giving children the opportunity to discover DOES work. Piaget said something on the order of "When we teach a child something we rob him of the opportunity to discover it for himself." While children are not likely to "discover" everything they need to know, in a prepared environment, with careful and loving guidance, children can develop a feeling of ownership and responsibility for their own learning. That kind of teaching is what we need to develop leaders and innovators. Teacher directed, one size fits all teaching develops some good workers and a devastating number of misfits.
