The ability to write is a fundamental skill all students should feel comfortable doing because they will be using it for the rest of their lives. The process to write is not an innate skill. The process to organize, draft, and edit is a learned skill (Calkins & Ehrenworth, 2016). As the world evolves and develops into a technology-driven society, connecting people to new ideas, concepts, and others across the globe, people of all ages are writing more than ever (Calkins & Ehrenworth, 2016). People are communicating through texts, tweets, email, and social media. Students’ lack of writing skills is a major concern of the National Commission on Writing (NCW).
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Although there is a technology push, as mentioned by Calkins and Ehrenworth, students will excel in the future as long as they have guided and scaffolded writing instruction. Therefore, the objective was to examine the research to determine if a structured writer’s workshop block, including one-on-one conferences, would improve a student’s writing achievement and engagement. The research that has been gathered elucidates the strategy of writer’s workshop in the classroom by reviewing its history, structure, elements, as well as its strengths and weaknesses for teachers and students alike.
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