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A Dramatic Reading of Adolescent Literature J. Lea Smith and J. Daniel Herring Read, read, read. Read everything — trash, classics, good and bad, and see how they do it. Just like a carpenter who works as an apprentice and studies the masters. Read! You’ll absorb it. Then write. William Faulkner To meet the challenge of attracting middle-level students to the literate life, language arts educators focus instruction on process. This design creates a learning environment where students, along with their teacher, construct literacy as they participate in authentic acts of reading, writing, speaking, and listening. The pivotal instructional components — reading workshop and writing workshop — immerse the adolescent learner in 1) regular chunks of time to write and read, 2) self-selection of writing topics and reading materials, and 3) meaningful dialogue with peers and teacher (Atwell, 1987). Within this context, a fire is kindled to ignite adolescents to write during writing workshop and read during reading workshop.
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