- assigning frequent writing that is at times on required topics and in required genres to push students out of comfort zones but is just as frequently, if not more so, on topics of students' choice in genres they feel fit the purpose the best
- giving feedback that focuses on style and voice not grammar and mechanics while also expecting your students to write grammatically (and teaching them how to do so)
- assigning regular writing and being sure that writing receives feedback (whether it is your feedback or peer feedback or the writer's self-reflection) within the week
- focusing on specific writing skills through short, directed assignments (great introduction writing practice can mean just writing an introduction) yet expecting your students to write developed pieces the most -- specific skill development is necessary to write, but skill development in isolation does not equal strong and thoughtful writing
- writing with your students even while you are also balancing the commenting and grading of your other class's papers that came in last week
I think there should be a national requirement that English teachers teach one less class than a typical load and use that "free" period for writing conferences, draft feedback, and grading. Yes, this will mean needing more teachers because each teacher will have a smaller student load (do not make the class sizes even bigger to "remedy" this -- that is subterfuge). Otherwise, teachers have to go into survival mode, knowing they cannot possibly work with the frequent writing of 150 students, and have their classes do less and less writing. The teacher does not like this choice, but what more can they do? And in the end, the students end up writing, and therefore growing and learning, less.