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I teach two ninety-minute blocks of English Language Arts and one forty-five minute class of Writing. In all three classes, I use the Writing Workshop method of teaching writing. Each writing class includes at least twenty minutes of journaling as well as focused mini-lessons. Students write  approximately three focused writing pieces per nine-weeks. In this writing workshop, the student is going to write a  literary analysis~the students purpose is to explain the meaning of a literary text by focusing on one or two elements of literature: plot, character, setting, theme.

When assigning a specific format for writing as well as the focus for a piece, I always begin by giving students the rubric on which I will base their grade. Because my administrator requires that all grades be based on a 100% scale, I break the grades down as follows for this specific assignment:

100%=excellent  This piece has an engaging introduction; it includes an insightful controlling idea, supports the points with relevant evidence, and ends powerfully. The arrangement of ideas is effective and logical with appropriate transitions that create cohesion and link ideas. The language is consistently in a formal style; the language is precise and shows a strong command of conventions.

90%=above average  This piece has an effective introduction while providing an original controlling idea; the supporting details show evidence from the text, and the ending is strong. The ideas are arranged logically and transitions are used to link ideas. The language remains in a formal style throughout and is precise; there are few errors in conventions.

80%=average  There is an effective introduction that is not very engaging; the piece does have a controlling idea that states the analysis, but it could use more evidence from the text; the ending is adequate. The ideas are logically arranged, but the transitions are not very effective. The style is mostly formal but it needs more precise language at times. For the most part, the piece is free of errors.

70%=basic  There is an adequate introduction with a controlling idea that makes an obvious statement; there is not enough textual evidence to support the controlling statement, and the ending is ordinary.

60%=below basic  This piece has a weak introduction and controlling idea; there are no specific, relevant details, and the conclusion is weak. The organization is flawed and lacks transitions throughout. The style is informal, and the words are vague. The piece contains entirely too many errors in conventions.

50%=failing  There is not a controlling idea and no support; the piece just ends abruptly. There is no organization or transitions. The style is inappropriate and the words are vague. There are major problems with grammar, mechanics, and spelling.

In the planning and prewriting stage, the student will pick a literary text~it can be any text that the student has read since the beginning of this school year. I do not allow students to choose a text that I've read aloud. The student then needs to identify his audience and his purpose. Afterwards, the student writes his controlling idea (a.k.a thesis) in his journal. Now the student is ready to identify his three (or more) key points that he will support in this piece. The student will then begin to collect evidence from the text: direct quotations, concrete details, and reasons. Once the student has collected his evidence, I have the students create an outline using his key points as headings. All of the planning and prewriting is done in the student's journal.

Now the student is ready for the drafting part of the process. I give students time in class to draft their piece~the students label this as D1; I collect D1 (usually on a Friday) and make suggestions and comments. I try to return the papers within three school days~I'm looking for a "hamburger" paper at this point. I want to see an introduction, a body, and a concluding section.

When I return the paper, the student is ready for revision. Revision is probably the most difficult part of the writing process for the students~most students believe that it is just editing. Then there are those students who will make every change that I suggest, but will want me to read every draft until I give them the nod that it is definitely excellent. But I don't because I can't~I just don't have the time. Once I've read the piece once and make comments regarding the D1, I don't read it again until it's ready to be graded. 

I give the students a Revision Checklist to which the writer can refer to help him make improvements. Here is the revision checklist for this piece:

1. Does the introduction identify the author's name and the title of the work the analysis focuses on?

2. Does the introduction have a controlling idea that explains the analysis?

3. Do the key points presented in the body paragraphs support the controlling idea?

4. Does the writer provide relevant evidence to support each key point?

5. Does the writer maintain a formal style?

6. Does the concluding section restate the controlling idea and offer a fresh insight into the literary text?

I give the students the opportunity to exchange papers with a classmate~make sure you teach conferencing techniques to your students before having them complete this activity. I encourage the reader to focus on those qualities on the rubric and those on the Revision Checklist. The reader can't say "That's good"~he must provide concrete suggestions for improvement. You will also want to share examples of well-written pieces and maybe some not-so-good examples of papers; I always make sure that I write my own analysis as an example of a good piece (or not). It's important for students to see you working on the same writing assignments that they are doing.

Once the students feel like they have refined the development, style, and organization of their literary analysis, they are ready for the proofreading state. For each piece I tell the students to concentrate on a specific convention~although they must show a basic understanding of all skills taught thus far plus any that they should have mastered by seventh-grade. For this piece, I will focus on capitalizing correctly.

This entire lesson usually will take two weeks to complete. Once the student has published his piece and is ready to submit it for grading, the student will first read his piece in front of the class. This is an important part of my class and no students are exempt.

Here is a poem about writing by Marge Piercy:

For the Young Who Want To...

Talent is what they say

you have after the novel

is published and favorably

reviewed. Beforehand what

you have is a tedious

delusion, a hobby like knitting.

Work is what you have done

after the play is produced

and the audience claps.

Before that friends keep asking

when you are planning to go

out and get a job.

Genius is what they know you

had after the third volume

of remarkable poems. Earlier

they accuse you of withdrawing,

ask why you don't have a baby,

call you a bum.

The reason people want M.F.A.'s

take workshops with fancy names

when all you can really 

learn is a few techniques,

typing instructions and some-

body else's mannerisms

is that ever artist lacks

a license to hang on the wall

like your optician, your vet

proving you may be a clumsy sadist

whose fillings fall into the stew

but you're a certified dentist.

The real writer is one

who really writes. Talent

is an invention like phlogiston

after the fact of fire.

Work is its own cure. You have to

like it better than being loved.