Welcome to Reader/Writer

Reader/Writer, a teacher-created nonprofit, provides individual, consistent writing support for 7th-10th graders of Minneapolis Public Schools in the form of volunteer writing mentors.

 Mentors (readers) become important partners with English and writing teachers in the literacy development of inner-city youth. Paired with only one or two students a year, each mentor reads, edits and responds to student writing with sensitivity and neutrality. A relationship develops between reader and writer that inspires youth to accept feedback and work to write more and better.

 
 

Who’s Who

 

Who the Students Are

This school year we will be working with students from four MPS schools:

·      Sanford Middle School (Southeast)

·      Justice Page Middle School (next to Washburn High School)

·      Southwest High School

·      Franklin Middle School (Northside)

 

Student writing ability ranges from very low (emerging writers) to very high (college level).

Backgrounds and socio-economic status vary widely as well. Some writers are English language learners, some are designated with learning disabilities and others are on a track to prepare them for the highly-academic International Baccalaureate Program.

Regardless of their differences, all participating students share adolescent identity and social-emotional concerns. Please note that for some students, on-going trauma, which may include housing or food insecurity, affects their focus, attendance and productivity.

400 students are participating this year.

 

Who the Teachers Are

We partner with English Language Arts and Special Education teachers. Two have been with Reader/Writer for 8 years; they have ‘the process’ down! The other three are fairly new to education and learning how to best use R/W for their students. All of their classes and students participate in Reader/Writer.

 

Who the Readers Are

Our volunteers mostly come to the program through word-of-mouth invitation.  Many work in the field of law and others in business, social services, higher education and journalism. About a quarter of our readers have retired from their professions.

 

The Process

 

1.     At the start of the school year, each reader is assigned 1-2 writers, depending on the reader’s preference and student skill-level and fluency. (If a student writes little, an additional student may be assigned to a reader.)

 

2.     Writers handwrite their first writing, usually a self-introduction, on pink or blue essay paper.

 

3.     R/W mails these to readers along with an introductory letter from the teacher, a copy of their student’s writing self-assessment, and a self-addressed, stamped return envelope.

 

4.     Readers lightly edit per student needs directly on paper using a pen (not red), printing clearly. Usually, 2-3 areas of need are focused on (see samples).

 

5.     Readers then type their response to the content along with a bit about the edits made and/or a specific area to improve upon (see samples).

 

6.     Readers mail the original writing with their response to teacher within 2-3 days.

 

7.     Students, to their delight, receive responses on Writing Day right before they begin their next piece of writing.

 

Details

 

1.     Readers receive about two writings a month.

 

2.     Topics and writing forms vary. Each writing is accompanied by a note from the teacher describing the assignment and what particularly to look for.

 

3.     Students come and go from schools. Sometimes it’s necessary to assign readers new writers.

 

4.     Readers are not mandated reporters. Concerns should be passed on to Lia at liavenchi@readerwriter.org.

 

5.     Readers can usually choose what skill-level or school they prefer to work with.

 

6.     When a Reader is unavailable for a while (traveling or ill), another Reader may temporarily step in.

 

How to Be an Effective Reader

 

According to Students

·      Use supportive, non-judgmental language. (Many students say they’re scared at first of their reader and of writing.)

·      Talk about yourself

·      Respond to student as a person first, a writer second

·      TYPE responses. Most students don’t read cursive or hybrid printing

According to Teachers and Researchers

For good-to-excellent writers:

  •             Thoroughly edit and use specific comments that state in succinct, clear terms exactly how to improve the piece

  •             Say why student’s writing is incorrect

  •             Show how it can be corrected and improved

For emerging writers:

  •             At first, focus on encouragement and on establishing trust

  •             Provide constructive criticism as the year proceeds

  •             Restrict mechanical edits to 1-3 repetitive errors

  •             Keep responses short and very clear (see samples)

According to Lia (Reader/Writer ED and Facilitator)

·      Remain flexible. Schools, schedules and students are often unpredictable

·      Meet kids where they’re at. They’ll love you for it. For example: send stickers or pictures of your pets; share thoughts related to topi

·      Feel free to share student writing with others…but not names. 

 

For Deeper Understanding 

Why Reader/Writer Is Needed

Writing-proficiency among secondary students and college freshman in the United States has declined noticeably over the last two decades. Working-class students who dream of and get into college find themselves especially writing-challenged and forced to take deadly remedial writing classes. Dropping out of college is directly linked to this (as well as to the lack of sufficient financial support).

 

How Reader/Writer Helps All Students

1.     We provide LOTS of writing practice paired with LOTS of repetitive, specific, individualized feedback. Secondary students nationwide write an average of 3-4 ‘essays’ a year (about all a teacher with 125 students can carefully read). Reader/Writer students write from 12-20 pieces a year for a real-world audience.

Writing stamina and self-confidence grow.

2.     Writing works the brain. By-products include increased critical thinking, creativity and self-awareness.

 

Why We Encourage Handwriting Versus Typing

1.     Research shows that writing by hand activates the brains of developing youth much more than does typing (3 parts of the brain, specifically). The action of handwriting aids learning and the development of ideas.

2.     Computers distract a lot of students, reducing time spent actually composing.

3.     AI makes it too easy to hand over the work. (Even our 9th and 10th graders compose most of their writing first on paper before typing.)

4.     Handwriting on nice paper is more personal, intimate even. You can draw a picture on it, sign your name on it.

 

Why We Limit Sending Writing through the Internet or through Scanning

1.     We cannot send student writing to an outside email account, except through a convoluted process that requires the reader to print out the doc and to mail everything back in a return envelope he, she, or they provide.

2.     Scanning takes way too much time for the teacher. Readers will need a return envelope.

3.     Receiving snail-mail by students is experienced as ‘special’ these days.

 

Why Readers Receive One Draft Only

Some classes/students will already have written a first draft. Having to rewrite again is, especially for reluctant and new writers, too daunting. They give up. Readers most importantly provide a reason for kids to write, someone who listens and cares about what they have to say. The focus remains first on fluency, then on mechanical and structural accuracy.