Writer's Craft Seminar





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Use this Strategy:

Before Reading

During Reading

After Reading

Targeted Reading Skills:

Condense or summarize ideas from one or more texts
Interpret and synthesize recurring themes from a variety of literary works
Evaluate the development and validity of ideas, experiences and/or themes by interpreting multiple levels of meaning

What is it?

The word ‘seminar’ conjures a variety of incarnations; in this instance, it constitutes a small group of students engaged in an intensive study of a text (fiction or nonfiction) to determine the “writer’s focus” (Ellis, Hamm, & Iman 1995). The writer’s focus is simply a statement of what the writer wants the reader to learn, understand, consider, or see in that particular section of the text; the participants develop their own thesis in regard to the writer’s craft. The process begins with individual work, moves to partner/small group collaboration and culminates in a formal presentation of the analysis to the entire class. This strategy can be used with both fiction and nonfiction texts of any length, from a single poem to a full-length novel or play. Longer works are divided into sections (several chapters, scenes or an entire act) and each small group works on only one section; the small groups then present their analysis in the order of how they appear in the text. Each partnership creates a written outline that uses evidence from the text and their research to support their thesis and assertions; these are distributed to the class at the beginning of each of the presentations so that each individual ends up with a complete set of analytical materials for the entire text. At the conclusion of each presentation, the audience poses questions and engages in a discussion of that section before moving on to the next section.

What does it look like?

Listed below are the guidelines that can be modified for your students’ grade and skill level. They cover the basics of this seminar strategy: the process, the requirements and the step-by-step process. It is assumed that students have completed reading the text when they begin this collaboration. The guidelines given below assume the text is full length, but they can be easily modified for short works (poetry, short stories, essays, etc.) Given the complexity of this seminar process, students should always have a copy of the entire set of these guidelines for reference and clarification.

The Seminar Process: An Overview

Each full-length work will be divided into “seminar sections” or each partnership can work on a different poem, short story, etc. Models are provided for your reference.
Groups of two (or three) will be formed to cover each of the prearranged sections (set by the teacher). The methods of partnership and seminar selection will vary (teacher assignment, volunteers, lottery, etc.)
Partners will re-read and conduct an in-depth analysis of their seminar section of the text. The particulars of what materials you need to produce will be detailed later in this document. This collaboration will culminate in a 15-30 minute oral presentation for the entire class. Preparation for the actual presentation will be completed out of class; class time will be used to plan, organize, and collaborate on the analysis, as well as conference with the teacher on questions, concerns and interpretations.
A pre-determined number of class days will be devoted for partners to collaborate on the analysis; however, it is essential that you plan on spending a good deal of time outside of class as well.
Each partnership will be given one-half of a block for their presentation which includes the audience discussion that follows. Typically, we will cover two presentations each day. (2 per block or 1 per 45 minute period)

Click on the links below for printable resources and models:

How could I use, adapt or differentiate it?

Instead of students working on only one section of a text, the focus statement can cover a particular aspect of writer’s craft and how it is used throughout the entire text. (e.g. use of: symbolism. theme, a recurring motif, a particular tone, etc.
In shorter texts, each small group can choose a particular aspect of writer’s craft on which to focus and groups can then “jigsaw their understanding” by group presentations.
It is very powerful to choose a poet (essayist, short story writer, etc.) and have each group complete the seminar process on a different poem by that poet. The entire class can then have a Socratic Seminar on the major motifs and/or writer’s tools used by that writer.
When using shorter fiction or nonfiction works, a multi-genre approach can be focused around a common theme.
All of the components of this type of seminar can be adapted for all secondary skill and grade levels. All of the guidelines/directions are in Word documents for the purpose of adaptation and differentiation.

Each full-length work will be divided into “seminar sections” or each partnership can work on a different poem, short story, etc. Models are provided for your reference.

Groups of two (or three) will be formed to cover each of the prearranged sections (set by the teacher). The methods of partnership and seminar selection will vary (teacher assignment, volunteers, lottery, etc.)

A pre-determined number of class days will be devoted for partners to collaborate on the analysis; however, it is essential that you plan on spending a good deal of time outside of class as well.

Each partnership will be given one-half of a block for their presentation which includes the audience discussion that follows. Typically, we will cover two presentations each day. (2 per block or 1 per 45 minute period)