Each student moved through the process at his or her own rate, however deadlines were set for each step so that each writing unit could be completed in a timely manner.
Not all proponents of writing workshop include a mini-lesson, however, as some approaches incorporate the instruction into small-group or individual conferences.
The teacher begins the conference by asking probing, open-ended questions to ascertain the student's current focus in his/her writing work.
The teacher knows it is important while facilitating the start of the conference to begin with a positive comment about the student's writing piece.
International Writing Project instructors Allen Koshewa and Elly Tobin emphasize that teaching students how to respond to each other's work is also crucial.
They recommend that a peer response session include providing feedback on the overall message, citing at least one strong point about the writing or its potential, and inviting the author to present concerns or questions.
Mini-lesson ideas, additional resources and celebrations were discussed as well, with a focus towards “lifting the level of student work” in every unit.
Critiques of Calkins' model have stated that it was based on an approach used for adults rather than children, that it didn't properly include reading skills, and that it ignored the findings of cognitive scientists.
[4] Though she is no longer in charge of the Teachers College Reading and Writing Project, Calkins has set up a new company called Mossflower to offer professional development services, as well as a website called Rebalancing Literacy, which she hopes "brings people together and supports civil conversation".