Nothing works better to build writing stamina.
If there’s one assignment I would never give up it would be the AOW, the Article of the Week. Gotta have it. Gotta do it. I can’t imagine teaching without it.
You may have heard of AOWs. They’re pretty well-known among English teachers. They were developed by Kelly Gallagher, a high school language arts teacher in Anaheim, Calif. He’s written books such as Teaching Adolescent Writers, Write Like This, and Readicide.
Gallagher developed the Article of the Week assignment to help students gain more background knowledge about politics, history, current events… in short, the world around them.
When I took Gallagher’s cue and began assigning AOWs in my own classroom, I chose to do so because I agree that kids need to expand their background knowledge. Many can’t relate to the literature we teach because they don’t possess the personal prior knowledge to connect to that literature.
I also like the idea of kids writing to reflect or give their take on a particular topic. Plus, reading and responding to nonfiction texts takes a different set of skills than reading literature: identifying central ideas, finding evidence to support those central ideas, noticing patterns and sequences in the content of the articles, and more. AOWs would surely help my students develop or at least practice those skills.
Gallagher’s AOWs are concise. His handout consists of a reprinted article, with a box at the top of the page that asks students to do three things: 1) mark their confusion, 2) show evidence of a close reading, and 3) write a 1+ page reflection.
How I tweaked Gallagher’s AOW to make it work for me
However, the steps outlined by Gallagher are too open-ended for my middle school students. The expectations for their writing are not focused in a way that my students (most of them anyway) would appreciate. Instructions so brief would only lead to confusion for many of them.
For that reason, I’ve provided more specific instructions and I’ve used each assignment to teach two specific skills I am focusing on this year that actually go hand-in-hand: interpretation and idea development.
Here’s a photo of the rubric for the AOW shown in the photo at the top of this post:
Another important aspect that I feel makes these assignments essential is their frequency. I assign these once a week. (The AOWs are in addition to in-class writing activities, such as writing prompts and essays.) Every Monday morning, students are given a new AOW that is due the following Monday. Writing a thorough response on a weekly basis outside of class gets my students in the habit of writing regularly.
I assign these responses weekly to help students develop writing stamina and to help them learn to write on demand. My own daughter was required in her eighth-grade classes (at another district) to write weekly and I know it was invaluable in helping her develop the confidence to write consistently.
Kids need narrative practice, too
One change I have made over the past year, however, is to alternate AOWs with what I call EOWs (Essays of the Week). EOWs focus on narrative writing skills and include a list of twenty or so prompts around a certain theme. Recent themes included style and health, politics and power, and food. I decided to create EOWs after I determined that kids needed more practice writing in a narrative style. These essays allow kids to inject more of their personal voice into their writing.
Kids tell me they enjoy writing the EOWs much more than they do the AOWs; they like the increased creativity involved. Another difference: the rubric obviously doesn’t require annotating, but may require that students open their essay with dialogue, for example. The EOWs also have a longer length requirement: they must be two pages typed instead of the usual one page for AOWs.
I pull my prompt topics from a list of 650 writing prompts published by the New York Times. One good thing about these EOWs: they can be reused from year to year. However, make sure you don’t just “cut and paste” a swath of topics from the list, since some are definitely geared to older students.
One downside to using AOWs is that for them to be topical, I must spend time every other week to find an article to use. I have used several from Newsela.com, modifying them for a printed handout. I have also found many elsewhere. I keep my eyes and ears open for the current week’s news so I can provide a really up-to-the-minute assignment.
Introducing an AOW usually takes the better part of our 53-minute class periods. After I pass out the handout, we briefly talk about the article’s subject, then we’ll look at the prompt and the rubric to see what they require. Following this introduction, I’ll often read aloud the article, using a document camera while I read, all the while demonstrating annotation.
This is how we do it
After we finish reading the article, I’ll show the kids a related video from Youtube or a similar video source. For example, for one AOW on football head injuries, we watched one to three short clips of players who suffer from concussion injuries.
The EOWs don’t require as much time to introduce. We just skim through the list, discuss a few that look especially interesting to some students, and move on. They know what to do beyond that, which is to put their things away so we can carry on with whatever else I have planned for the day. AOWs and EOWs are homework assignments.
I put a lot of thought and time into creating these weekly assignments, which I consider my number one most effective writing assignment. However, I know these assignments help my students conquer their fear and hesitation with writing. Writing on a regular basis is a great skill that I know will benefit them immensely in high school and beyond.
Thanks for reading again this week! Let me know how you’ve tweaked Gallagher’s AOW concept for your students.