Close Writing: Developing Purposeful Writers in Grades 2-6

reviewed by Meredyth Bauer-Kealey — June 07, 2016

Title: Close Writing: Developing Purposeful Writers in Grades 2-6
Author(s): Paula Bourque
Publisher: Stenhouse Publishers, Portland
ISBN: 1625310536, Pages: 290, Year: 2016
Search for book at Amazon.com

Today’s teachers are subject to considerable criticism and recurring educational reform. This can result in a challenging career and Paula Bourque hopes that her story documented in Close Writing: Developing Purposeful Writers in Grades 2–6 inspires other educators to share similar narratives of their own. Bourque demonstrates a passion for students and teachers and emphasizes the importance of educators taking an active role in their learners’ writing experience. Bourque shares her educational journey as a literacy coach through her and her colleagues’ experiences to paint a picture of the importance of close writing for students.

In Close Writing, Bourque presents a collection of experiences that teaches writers to closely read, analyze, and evaluate their own writing. As students learn about structure, word choice, fluency, and publication they become confident writers with a purpose. Additionally, opportunities that reinforce the importance of fostering interactions between the writer and the reader are embedded into this learning process.

Bourque describes the key element of close writing as “learning to look and looking to learn by closely reading our writing” (p. 9, emphasis in original). Close writing is purposeful and uses a variety of lenses to view the essential qualities of high quality writing. It involves developing effective writing habits and approaching this process with a positive attitude. In order to foster a classroom that embraces these characteristics, Bourque provides explicit strategies and examples of effective writing practices that take the reader through the process of writing from developing ideas to publishing.

The chapters are divided into three parts: “Guiding Principles,” “Close Writing Lessons,” and “Close Writing with Authors.” In Parts One and Two, each chapter provides research-based methods of effective teaching practices. The recurring “Peek Inside a Classroom” section within the book demonstrates how different strategies can work effectively in the classroom. Another useful section at the end of each chapter is titled “Considerations for English Language Learners.” Part Three includes two interview questions selected from interviews Bourque conducted with published authors about their personal experiences with the writing process. Bourque provides samples and questioning techniques that allow teachers to incorporate close writing into writing lessons that have already been developed. Using scripts from interactive lessons, she is able to convey how close writing promotes writing from the viewpoints of both teachers and students.

In Chapter Three, “Close Listening: Developing Our Writer’s Ear,” Bourque discusses the importance of bringing written words to life by habitually reading one’s own writing. Providing students with the opportunity to listen to and read their written words allows them to interpret their writing from a different perspective. As the author points out, we often know what we want to say so we see words differently when they are our own.

In Chapter Five, “Close Modeling: Learning from Mentor Authors,” Bourque recognizes authors, teachers, peers, and students themselves as mentors. Examples of activities include connecting with mentors through cross-grade level lessons and activities, writing buddies, co-writers, and virtual writing buddies. She also suggests that teachers demonstrate the importance of writing by personally engaging in the writing process through participation in writing groups and reading their written work to students. This suggestion conveys that writing is a lifelong skill and allows students to share a common experience with their teacher.

Strategies for increasing volume and stamina for writing are addressed in Chapter Six. Volume is defined as the quantity of writing and stamina is defined as active engagement in the writing process. Activities suggested for increasing both volume and stamina include quick writes, tracking volume, content area writing, and graffiti boards. Bourque also recognizes the importance of understanding student attitudes by facilitating honest discussions about their feelings on writing. In addition, setting clear expectations, encouraging reflection, and celebrating revision is also emphasized. Self-regulation and problem solving techniques are defined to assist students who tire easily and/or complain during writing activities.

In Chapter Eight, “Revising: Revisiting, and Revisioning,” Bourque suggests narrowing the scope of revision by offering students choices and setting reasonable expectations. Revision can be an overwhelming task for students and creating distance between writing and revising allows students to take a step back from their writing. It also allows students time to acquire new skills and ideas. Overcoming the resistance to revision and recognizing its need is an important step in the writing process.

Chapter Nine, “Eyes and Ears of an Editor,” provides various strategies that students can use to revise and edit written work. Bourque promotes teaching editing in context rather than separating skill from strategy. It is important to provide ample opportunities for students to edit their work and practice applying learned strategies to their own writing. She suggests that students revisit previous entries from a writing journal to practice newly learned skills. Furthermore, Bourque places importance on transferring what is learned during a writing lesson from one content area to another. Quality writers need awareness, understanding, and practice of a skill to demonstrate its mastery. Bourque presents and illustrates before, during, and after activities to help students practice skills and make connections between skills and strategy.

Chapter Ten, “Assessment and Feedback for Close Writing,” emphasizes that assessment, feedback, and editing should be ongoing throughout the writing process. The use of learning targets is also discussed in depth. These goals help students identify exactly what they will be achieving in a lesson, specify expectations, and provide concrete examples. They also help students self-assess and reflect on their own work with confidence.

A strength of Close Writing is the recognition of the impact of student behavior and learning styles on the writing process. The attention to diverse learner qualities is essential as it allows for the implementation of writing lessons. This makes Close Writingboth a practical and beneficial tool for teachers. Similarly, the frustration that some students experience during the writing process is recognized wholeheartedly. Bourque is able to capture unique, and sometimes challenging, student behaviors and provide strategies to encourage active participation and success in the writing process.

Bourque’s Close Writing is a valuable resource for new and experienced teachers looking to enhance their students’ writing experiences. It provides effective writing strategies that engage students in self-directed learning processes and encourages them to become active participants in the writing process through self-evaluation and strategic planning. This book provides useful activities that attract writers through improved teaching practices that naturally build upon writing instruction already incorporated in a classroom. The result is efficient, effective, and powerful writing instruction.