This article continues with describing the components of a writer's workshop by discussing the incorporation of grammar into the program. Yes, grammar has its place and whereas I am concerned it is in the context of real writing. In some places grammar may still be taught as its own subject, working from the parts to the whole context, often incorporating contrived writing assignments to suit a particular skill. This is not how grammar is addressed in writer's workshop.
In writers workshop teachers analyze student writings to find out what the need is in order to push individual writers to new heights. In many cases while conferencing and editing student work it becomes apparent that a large number of students have the same misconceptions about a particular area, for instance, how to use quotations, or underlining the titles of books. In these cases a ten minute mini lesson prior to the writer's workshop session can address these issues. Sometimes I'll teach these whole group technical components in isolation, putting sample sentences on the board and modeling how to use the skill I want to teach. Other times I'll write a story for the class while they watch (remember writing for children while they watch is important to do) and leave various mistakes that reflect student need. For instance, if many of the children are spelling "I'm" as "i'm" I will make that mistake in my writing and when we edit the piece some student will point it out and I will teach the rule to the class.
Mini lessons and model writing times are great opportunities for teachers to highlight various literary tools including, use of descriptive words, metaphors, synonyms, and a variety of other usage rules. Of course, children will need repeated exposure to various concepts before incorporating them into their own writing. As far as introducing terms such as pronouns, adverbs, adjectives, nouns....these formal terms can be introduced as you proceed through mini lessons and when used regularly in class and casual conversation children will internalize them better.
It makes sense, as a writer, that grammar be taught this way. After all, writers write and later deal with editing and revision. We don't edit and then write. How could we? On top of it, I can say from personal experience that I grew more with the technical end of writing by having my work edited and doing lots of reading by great and inspiring authors. It wasn't by attending a grammar class.
Good luck.
