The Writing Process: Ideas for Responding
building a community of responders in your classroom of writers
Welcome to WritingFix's Response Resource Page! I am Campbell Valle, a middle school teacher and a Teacher Consultant for the Northern Nevada Writing Project.
Why response? With very few exceptions (such as diaries or some poetry), writing is a tool for communicating with others. How can students be expected to create something expressive and worthwhile if they never have an opportunity to share?
Unfortunately, however, in many classrooms, response is the most easily dismissed or forgotten stage of the writing process. Like me, you may have experienced disappointment or frustration with response in the classroom. Too often we have students conference with peers, often guided by a checklist, and see little application of the feedback in the revision stage. Final copies are identical to rough drafts.
In “Responders are Taught, Not Born,” Jay Simmons found that the solution to this problem is explicit instruction in response. Without instruction, students are likely to find mostly surface errors. With instruction, though, they point out a writer’s strengths and what can be done to address a paper’s weaknesses. When students respond, they spend more time truly thinking about the process of writing and what makes a piece worth reading. As a result, they not only help their peers, they also become better writers themselves!
Furthermore, in order to be effective responders, students must become part of a community of writers with a common vocabulary and goal. Community-building becomes both a means for, and benefit of, response!
On this page, I hope you will find useful tools for building this community of responders and helping students learn to respond in a variety of ways.