About a week ago, Brian posted: #

Paul Hamilton  left this comment on my last post: #

This week, I did a workshop for
classroom teachers on using blogging in the classroom as one UDL
approach for ALL learners. There were questions about the quality of
posted student writing. So, here are my questions to you. Do you
approve and/or edit every student post? How much editing do you do? How
time consuming is the process? (I notice that you were working at it on
a Friday evening!) Do you have any related tips for teachers who are
holding back out of concerns in this area?

Since I’m not sure about the statute of limitations on blog responses, I’m going to answer now, as I was asked at the end of the post.  #

    I’ve run blogs where I approve everything and others where my students had all the control of what got published and when.  I always approved material for our student newspaper (now defunct, sigh), in part because I wanted an opportunity to do revision and editing with each student, and in part because I thought the professional nature of the newspaper made sense for such controls.  When I taught speech via blogs, I was willing to let my students decide what they published and when.  We discussed appropriate behavior as well as that if they weren’t sure about whether or not to publish , they could certainly seek the advice of their fellow students or their teacher.  Since their blogs were more for reporting research than they were for formal presentation, I tended to cut the students some leeway when it came to the "rules."  If it was readable, and approaching formal English (or, if you prefer, "acceptable public voice,"), then I let it go. 
    In two years of blogging with students, I asked one student to change a piece, once, and even he agreed, after re-reading, that he shouldn’t have hit "publish" in the first place – but that he was frustrated when he made the post.
    The time involved with editing is much the same as with not editing.  I think it’s irresponsible for a teacher to require writing and then to not read that writing.  (I don’t mean read every word; teachers, though, should at least skim every post a student makes, for a number of reasons.)  So whether or not a teacher is editing prior to publication, or is reading after publication, the time factor is still there.  I would argue for making the time spent editing a student’s work with a student a learning experience, akin to a writing conference.
     The trick, when editing, is to help the writer to become a better writer – and not to mask their student voice with your own teacher voice.  I struggle with that one every time I work with a student in a conference. I don’t think we should edit every word or sentence for grammar and proper punctuation – but we should attend to egregious errors.  Your own judgment will help you to determine what "egregious" means for your students. 
    I hope this is helpful, even if it’s a bit late.  You asked a great set of questions, Paul.  Thanks, Brian, for allowing me to take a crack at them.  #