Teen Ink and the rather more strident Power Poetry are sites where students can read and share their writing online. They afford secure spaces for teens to publish their own writing and engage in discussions around writing and receive feedback from peers. While the open nature of the site may worry teachers and parents, submissions are apparently vetted for content before they are published. The opportunity for young writers to write for an authentic audience is something worth its weight in gold and the Internet is awash with sites which can be used for this purpose. Click here or here for a useful list. It is, however, harder to find a more localized arena for the students in your class to publish their creative writing. Not all students are brave and fearless writers who are ready to publish their work for the world at large. If all you want to do is give a space for less accomplished students in your class or school to get their feet wet so to speak, what can you do?
I’ve been pondering this for quite a while. I’ve tried Moodle and Edmodo as platforms, and used Kidblogs and WordPress with a degree of success. Students can set up a blog on which they can publish their writing and other students can leave comments. Kidblogs can be made totally secure, with registration only available from within your own classroom or an emailed link should you wish. Google Docs is another approach, allowing small groups to collaborate on any writing project by sharing the document with other members of the writing group, who can be given comment or even editing rights.
My approach to writing in the English classroom has always been to try to set up Writing Circles, small groups which work as a unit when it comes to supporting each other’s writing – offering editing suggestions and helpful criticism. In the past these have always been paper based, but the affordances of online tools allow for the writing circle to act more effectively and efficiently, and to become scalable. Teachers can set up tasks in which writing is shared by an audience of two to infinity. The limitations of paper are always rooted in the difficulty of sharing editing around a table beyond about two people, and sharing with a class only really possible if you have a visualizer, or if you run off the piece of writing for everyone to have a copy. Using blogs, fan fiction sites or Google docs, however, allows for varying degrees of asynchronous or even synchronous editing or collaboration.
The online blog can be set up as a class e-zine, and used for various purposes, with sections for fiction, poetry and non-fiction. The glossy look of the site you produce is a considerable lure for students, along with the appellation published author!
There is one function of the paper-based writing circle, however, that is enormously valuable, and that is the chance to talk face-to-face about a piece of writing. While Google docs does provide an opportunity for synchronous comment on a piece of writing, I would strongly suggest that every time you use online writing, you also give students a chance to discuss it face-to-face in the classroom. I find that students still need that verbal feedback. While they are writing online, they often call me over to ask advice or seek feedback on what they are writing.
“Oo, I like that!” and “Yes, that works well!” or “I don’t get that! What were you trying to do here?” has no real digital equivalent!