One of the most effective ways to teach writing (and one that is seldom used) is projecting sample writing on a screen and encouraging students to discuss one specific aspect of craft. Before I go any further, let me stress that you don't want to use your own students' writing. You don't want your students' anxiety raised each and every time you mention their names for fear that it's going to be a moment of shame instead of fame. (Do feel free, however, to show your students writing as a positive model on a consistent basis-just don't offer it up for discussion.)

            Project the writing and tell students which written quality you want them to examine. You do not want to begin by saying, "So. What do you think of this writing?" If you do, students will offer up many responses on disparate areas-often focusing on the conventions, length, or penmanship. This might feel gratifying until you realize that all of these different comments dilute the mini-lesson and have very little effect on the application of skills. Instead, ask one question, such as:

·         Is this writing clear?

·         Did the author include quality details?

·         Did the author of this piece focus on one topic?

·         Does the lead hook you?

·         Is the piece well organized?

·         Does the ending work?

·         Does this piece have voice?

·         Does the writing flow?

            I often have primary students answer my question first with a thumbs-up, thumbs-down, or the ever popular waving thumbs for sort of. Then we discuss the trait, or lack thereof, beginning with those students who have their thumbs up. (If you begin with students who feel the trait is lacking, those with their thumbs up will no longer want to respond.) The discussion proceeds in this way:

Me: Did the author focus on one topic? (Wait for thumbs.) Sujata, you say yes. Tell us more.

Sujata: Well, it's sort of like an all-about-me book.

Me: So you feel the author is writing about himself-that he has chosen himself as the topic.

Sujata: (Nods.)

Me: Who else had his or her thumb up?

Jason: He's sort of writing about things he likes, except when he tells us about the movie that was boring.

Me: So you feel, Jason, his topic is things he likes.

(This response prompts all the kids who had thumbs down and are dying to have their say to wave their arms in the air. I call on Mandy.)

Mandy: I don't think he focuses at all. First he's talking about school, then foods he likes, and then he starts talking about that boring movie.

Me: So, you don't think his piece is focused. What do you think the author could do to improve this piece?

Mandy: He could pick one of those things and write about it with details.

Marcus: He needs to use the binoculars.

Me: That's a good thing for us to keep in mind as we write today . . .