ABSTRACT
This chapter begins by unpicking the effectiveness of the writing workshop routine: mini-lesson, writing time, pupil conferencing, and class sharing. Comparisons are made between the early conceptions of the writing workshop approach and more contemporary manifestations. How teachers can give responsive teaching, ensure children receive a good balance between direct and explicit instruction, and ample time to write are also shared. Discussion about writing as a mastery-based approach, including the importance of repeated meaningful practice, is offered. Suggestions for classroom organisation and routines are also given. The chapter concludes with examples of effective practice from the classrooms of high-performing Writing For Pleasure teachers.
