Writing for Publication with Students

Independent School magazine has just posted an article I wrote with two students in last year’s blended learning US history class as a Fall 2011 online feature. It’s entitled “Learning Differently- and Deeply: Reflections on a Blended Learning Class“.

Writing an article with students for publication was a challenging and rewarding process. We tried several different formats to arrive at something that felt like it honored all our voices and was clear to the reader. While a part of me feels like the piece might have been a bit more polished with only one author, I’m glad that I included students in the process. I strongly believe in the importance of student voice, and it is so often missing from professional publications. As a teacher, writing with students was another way to push myself to cede some control in the learning process.

The process of writing the article was a great way for students to begin to develop professional voices. The article shows up on the first page of a Google search for each of their names, which is a solid step toward a positive online presence. Throughout the class, all students spent time reflecting on what they’ve learned, but for the students who volunteered to help write the article, they had the opportunity to push that reflection even further.

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2 thoughts on “Writing for Publication with Students

  1. Did you ask specific students to volunteer or did you offer it to all students? What did the process look like? Did the students contribute to the overall theme of the article, or did you assign them sections?

  2. I offered the opportunity to all students, with the stipulation that it wouldn’t affect their grade or result in extra credit. I initially started writing the article myself, but got stuck. So I asked for student volunteers, sent them what I’d written, and asked them to add their observations. We mucked about for a bit and started to see some themes emerging. We initially were trying to write it with one voice, but found that unworkable, so we switched to the teacher perspective/student perspective format. The student sections are a blend of the two student voices. While these two students had particular experiences, I felt comfortable having their voices represent the student voices for the class based on other students’ reflections throughout the course.

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