Writing groups can take several forms, including writing practice groups, critique groups, support groups, and accountability groups. Their core activities vary but generally involve writing, sharing work, and providing feedback. Writing groups can meet in person or online. They are beneficial for language students as they provide motivation to write, develop creativity, and help students learn to better assess their own work by critiquing others. Setting clear goals and structure is important to the success of a writing group.

1. Writing Groups
in Language
Teaching
Malu Sciamarelli
Connecting Online
4 February 2017

2. Writing Groups
A Writing group is a group of writers who:
• come together to write and read their work
• get feedback
• keep each other writing

3. Types of Writing Groups
• Writing practice groups – Writing
• Critique groups – Exchanging critiques
• Support groups – Talking about it
• Accountability groups – Checking in

4. Writing practice groups – Writing
• Core activity: writing
• Use writing prompts to guide the session
• Work on independent projects
• Option: share their writing at the end

5. Critique groups – Exchanging critique
• Core activity: share their work and exchange feedback
• Discussions, support, friendship
• Workshop model

6. Support groups – Talking about it
• Core activity: discussion or conversation
• Sources of encouragement
• Conversation leads to where it will, writing or otherwise

7. Accountability groups – Checking in
• Core activity: writing
• Members write independently
• Meeting: deadline
• Read and share their work
• Report on the writing process
• Move on to discussion
• Members encourage each other
• Meet their word count goals

8. Format
In-person group: in class
Online group:
 Easy way to communicate
 Anything you write, you can post online or share as
attachments
 Tools: Google groups, Yahoo groups, Facebook groups, Blogs,
YouTube (writing + reading aloud)

9. Why use Writing Groups in
Language Teaching

10.  If it is put together right, it can be one of the best and most
formidable writing tools you have for any sort of writing task.
 You need to establish the foundations for what your group is all about
correctly.
 Students will be motivated to write, because
 It is a different experience and
 Their creativity will be developed and note forced.

11. Set a Structure
 What are your goals?
 Will the group be in-person or online?
 Will the group have a genre focus?
 Who will lead the group?
 Will there be other roles in the group?
 How will you ask participation? Schedules?
 How often will students submit?
 How long will the group last?

12. Creative Writing Lessons – ideas:
 Writing Acrostic Poems:
http://malusciamarelli.weebly.com/blog/diary-of-a-creative-writing-teacher-8
 Cinquain Poems:
http://malusciamarelli.weebly.com/blog/diary-of-a-creative-writing-teacher-7

13. Creative Writing Lessons – ideas:
 Writing a Fractured Fairy Tale:
http://malusciamarelli.weebly.com/blog/28-days-of-writing-day-16
Videos:
1. https://www.youtube.com/watch?v=xE6fUI7Ef98
2. https://www.youtube.com/watch?v=SSiuVnX8DW0
3. https://www.youtube.com/watch?v=yVelMMAiI7Y

14. Follow through
Making sure students share alignment on goals and expectations and
then follow through.
 Keep the commitments you make with your group
 If you don’t see many discussions happening in your online group,
start one
 Impact of comments/actions
 Get your group to a pace where students can write

15. Benefits reported by students:
 critiquing other students teaches you to assess your own work better;
 you do not feel so alone in your struggle in trying a writing assignment:
other students share the thrills and frustrations too;
 you get to read what others have written, thus practising reading and
getting more ideas for your own writing;

16.  you complete lessons and exercises together designed to improve and
develop your writing skills;
 getting and receiving feedback, and scores/grades can be an emotionally
draining process. With the groups, you realise that this process is never
personal. After all, you are with other students who are trying all they can
to help you become better at writing, the same way they want to improve
their skills.

17. Feedback
When people are trying to learn new skills, they must get some
information that tells them whether or not they are doing the right
thing. Learning in the classroom is no exception. Both the mastery of
content and, more importantly, the mastery of how to think require
trial-and-error learning.
James Pennerbaker, The University of Texas
https://liberalarts.utexas.edu/psychology/faculty/pennebak

18.  Be as specific as possible
 The sooner the better
 Address the student’s advancement toward the goal
 Present feedback carefully
 Involve students in the process
Calvin and Hobbes, by Bill Watterson

19. Counterproductive Feedback
 When students feel too strictly monitored
 When students interpret feedback as an attempt to control them
 When students feel an uncomfortable sense of competition

20. Further Reading
Books:
 Reeves, Judy. Writing Alone, Writing Together. Novato: New
World Library, 2002.
 Rosenthal, Lisa, ed. The Writing Group Book. Chicago:
Chicago Review Press, 2003.

21. Articles:
 Famous Writing Friendships:
https://www.grammarly.com/blog/two-heads-are-better-than-one-famous-writing-friendships/
 13 Nonfiction Books About Famous Literary Groups:
https://www.bustle.com/articles/21544-13-nonfiction-books-about-famous-literary-groups

22. Thank you!
Malu Sciamarelli
www.malusciamarelli.weebly.com
email: malusciamarelli@gmail.com
The C Group
www.thecreativitygroup.weebly.com
email: creativity_group@yahoo.co.uk