‘We can write!’ The writing workshop for young learners

Abstract

The study presents the process of differentiated instruction, its implementation, and impact on second graders in a Lebanese school It analyses how writing instruction has been differentiated through implementing the writing workshop to help students demonstrate improved writing skills. It examines the effects of second graders' participation in the writing workshop and discusses the factors that enabled students to develop their writing skills. Data collection includes pre- and post-writing samples, reflective journal and checklists during individual conferences. Findings show that students' writing skills improved as reflected in their progression of text, expansion of ideas, and development in conventional writing.

Keywords:

• differentiated instruction
• pre- and post-writing
• writing workshop