# data[].attributes.body
Any time a student is getting feedback during the writer's workshop is an opportunity for them to grow. Students will have time to work with their instructor so that the instructor can also examine the student's work to also gain understanding of what the student's understandings and misunderstandings are.

# data[].attributes.body
Both the lesson and the writing time seem equally valuable, though the writing should take significantly longer than the lesson. The lesson is the only opportunity for explicit instruction, however the writing time is the only opportunity for students to practice! The I do, We do, You do, model can fit directly into the writer's workshop model. The mini lesson creates the opportunity for the I do and the We do and then the student writing time is the You do.

# data[].attributes.body
The writer's workshop model allows students to write about their personal interests and write just to practice being a writer. Students will be given the same length of time to work on their writing however students will be able to write as much or as little as they need. This model has implicit differentiation because the expectation is just that students spend their time writing. Some students will even begin the writer's workshop by drawing pictures to represent their thoughts.

# data[].attributes.body
While both are important, writing time feels more crucial. This is because students need time to explore, try things out, make mistakes, ask for support, and refine their ideas. Teachers are able to float and guide student learning and expectations. They can help students expand upon their ideas at this time. Students need time to be curious. We learn more by doing.

# data[].attributes.body
It happens at all times (particularly rough draft)! Teachers and peers can give each other feedback. Teachers can use student work, process, and progress as ways to monitor student success and guide feedback.

# data[].attributes.body
It allows students to have choice and pacing that matches them where they are at while holding everyone to the same standards. It allows for more personalized practice, feedback, and support. Student need driven. The author's chair (everyone shares their ideas) can help guide peers.

# data[].attributes.body
The Writer's Workshop model allows for multiple assessments and feedback to be done during the same lesson. Students can provide peer feedback during whole group instruction and the teacher can conference individually with students about their writing process.

# data[].attributes.body
personalized feedback
student choice
work at their own pace

# data[].attributes.body
The workshop as a whole is formative because it is constantly building on itself to create better writers. It helps them see where they are, and where they need to go. -Madison

# data[].attributes.body
I believe a healthy bit of both is important. Writing time in and of itself is crucial. This is where the writing workshop comes in handy. In the Article "The Writing Workshop: A Valuable Tool for Differentiation and Formative Assessment", Todd points out that the writer's workshop "The model encourages flexibility and differentiation in product, processes, content, and environment. This incorporates both aspects of the mini lesson as well as the writing time.

# data[].attributes.body
students don't get enough time to explore their writing. Their writing time is very limited and it's very heavy on teacher instruction. Giving students time to explore their writing is important because it builds confidence in their writing. :)

# data[].attributes.body
After reading the SMEKENS article it states that they need a chance to experiment with the skill within their own writing.

# data[].attributes.body
It allows for students to work at their own pace with their own process . It can cater to the individual needs of students

# data[].attributes.body
In the first article, The writers spotlight also works as a form of formative assessment to see where students are at with their work.

# data[].attributes.body
-Revisions
-Improvements
-Clarifications
-Feedback
-Opportunity to focus on student needs such as grammer.

# data[].attributes.body
The writer's workshop model is built on formative assessments, and every student has the opportunity to take a different path to reach that same end goal. The whole premise is to build good writers, not just have students spit out content. In this sense, the workshop as a whole aids in differentiation within the classroom. When students have the opportunity to choose what they write, and have resources to aid them, they become better writers. -Madison

# data[].attributes.body
-Student Choice
-Sentence Stems
-Writing Prompts

# data[].attributes.body
I believe the most important piece is the writing time, and allowing students the opportunity to make mistakes. This may sound a bit strange at first, but students are usually so afraid of the "red pen" they don't get all their ideas out on paper. Encouraging students to just write, and not worry about the mistakes initially is key to developing-not only good writers-but good editors as well! The mini-lessons are mostly there to aid in the process, but are not the most important piece. -Madison