Garden School Writing Project

For fifteen years, Garden School has sponsored and been the impetus for a very successful writing workshop offered to students ages 10–14 in the Jackson Heights area at no charge to them. The goal of our writing project is to improve the students’ writing ability while encouraging cross-school friendships and mutual understanding.

What follows is a description of our most recent workshop, which finished in mid-March 2008.

Description of Project: In November 2007 we began by selecting forty-six students in grades 5–8, nominated by their school principals, from area schools: one independent, six public, two parochial, and one special (Lexington School for the Deaf).

Materials were mailed to our nearest schools to let them know about the project, and then follow-up visits/calls were made to participating principals. All of the schools responded positively, with some even wanting to send extra people. Parental permission slips were returned and a everyone registered showed up on the first day.

Starting January 12, 2008, students met for ten consecutive Saturday mornings (except during February break) for intensive writing workshops. At the first session, every student was given a portfolio, writing pad, and a set of pens to convey a sense of seriousness and ownership. Five teachers—three Garden School faculty, an independent poet, and a freelance writer—as well as high school interns, taught with approximately twelve students in each group. Students divided up into their interests, choosing to participate in the poetry, short story, science fiction, or journalism group. Each class offered students a chance to create an original piece as well as be exposed to the work of a well-known writer in the genre. Reading and homework were occasionally assigned, depending on the leader of each group, but most of the work was done in class. Each session also broke for “breakfast”—bagels and juice along with time to cultivate friendships, which indeed has been one of the steadily growing benefits of the project over the years.

Participating students received meaningful positive feedback and criticism for their work and progress. Likewise, students wrote write evaluations at the last session so that project teachers could discuss the results and incorporate them into next year’s sessions.

The project was supported by grants from the LaGuardia Kiwanis Club and the New York State Department of Education. Garden School contributed space, custodial services, clerical support, and incidental costs.