middle/high school

Lessons from Tony: Betrayal and Trust in Teacher Research

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Author: Sharon Miller

Summary: In a compelling narrative laced with details of a teacher’s relationship as a co-researcher with Tony, a student in her class of seniors with special needs,
and her own ethical struggles as a teacher-researcher, Sharon Miller provides insights into questions such as ownership of data, and the relationship between vulnerable populations and consent forms. The honest and respectful portrayal of her own experience provides lots of fodder for teacher inquiry communities to grapple with, whether students participate as informants or co-researchers.

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The Relationship of High School Student Motivation and Comments in Online Discussion Forums

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Author: Chris Sloan

Summary: Although online discussions have become more and more ubiquitous, there is a dearth of research that has looked at relationships between students’ commenting and motivation to learn. Course and program designers wishing to better structure discussions in online learning communities to take into account traits of comments students find most valuable may be interested in mining this research study of 12th graders. Discussion posts and comments composed on http://youthvoices.live helped to identify ways to enhance motivation to learn.
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Inviting Parents in: Expanding Our Community Base to Support Writing

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Author: Cathy Fleischer and Kimberly Coupe Pavlock

Summary: Looking for ideas for ways to reach out to parents to help them understand why we teach writing in the ways we do along with sharing successful strategies for how they might help their children or teens with writing? What about how to build awareness of connections between high school and college writing? This article, filled with research-based strategies and examples for those seeking to facilitate such experiences, also makes a case for how successful workshops with parents can help them become “informed, knowledgeable readers of educational reform and potential advocates for change” that may supplant what they are aware of from media or legislative mandates.
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A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School

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Author: Carol Booth Olson and Robert Land

Summary: This article documents a longitudinal research study conducted by members of the UC Irvine Writing Project in partnership with a large, urban school district in which 93 percent of the students speak English as a second language. Over an eight-year period, 55 secondary teachers implemented a cognitive strategies approach to reading and writing instruction designed to make visible the thinking strategies that experienced readers and writers access in the process of meaning construction. An important resource, this would be useful as a text for study in a professional development program or for individual teacher research. The project “was not just an abstract research study; it was a concrete attempt to level the playing field for specific ELL students in a large urban school district through sustained, ongoing collaboration with a dedicated and committed group of teachers…” The consistency of positive outcomes on multiple measures strongly points to the efficacy of using this approach with ELL students.
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Youth Writing Contests: How Sites Inspire Writers and Increase Visibility of NWP Work

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Summary: Are you looking to grow the youth programming and visibility at your site? If so, this collection highlighting seven NWP sites’ creative, and often revenue generating, programs and opportunitites for youth could provide the spark and ispiration you need. Several unique partnerships with the Scholastic Arts & Writing contest are shared, as well as out of school work with refugee students and a Saturday showcase and publication day for teens.

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Short and Meaningful Programming: Expanding the Work and Reach of the Site

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Author: Meg Petersen and Valerie Combie

Summary: You’re a teacher, not a small business owner? Yes, that is true, but running a Writing Project site and/or developing writing project programming requires an entreprenureial spirit and approach. With that in mind, this collection offers a glimpse into several ways sites have developed shorter, yet meaningful, programming that expands the work and reach of the site while also generating revenue.
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Youth Writing Camp – Manuscript Day

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Author: Janet Neyer

Summary: Thinking of developing a youth program? Looking for creative ideas to recruit more young writers to your summer camp offerings? If so, then this blog post describing an exciting one-day free youth event the Chippewa River Writing Project (CRWP) hosted could be the spark you need. This collaboration between the CRWP and the NCTE student affiliate at Central Michigan University is 1) a model for creatively engaging young writers K-8, 2) a model for how to partner with like minded campus partners, 3) a model for how to provide outreach and opportunities with short, yet meaningful programming, and 4) an example of how an outreach effort can also serve as a great marketing tool/opportunity.
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Scientific Writing and Technological Change

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Author: Mya Poe and Julianne Radkowski Opperman

Summary: Looking for specific ways to incorporate technology into teaching while leading students through the scientific research process? Noting that writing in science “is a dynamic process that changes quickly with technological change,” this chapter explores specific examples from both high school and college settings that invite students’ dynamic engagement as writers through proposal writing, literature reviews, storying research findings, and peer review. This resource will be of interest to both classroom teachers and those involved in designing professional development programs or seeking ideas for teacher inquiry.
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How to Build Better Engineers: A Practical Approach to the Mechanics of Text

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Author: Ron E. Smelser

Summary: How do engineers write—in what ways, for what audiences, and for what purposes? How do we as teachers support novices in developing an understanding that learning to write clearly to communicate arguments in proposals and presentations may make all the difference in moving an idea to a product that is economically and practically feasibile? This article presents a structure that emulates what engineers encounter in a peer-review proposal process. Those planning and leading workshops grounded in real-world practices for aspiring engineers or other related professions will find useful ideas here.
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The Authenticity Spectrum: The Case of a Science Journalism Writing Project

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Author: Angela Kohnen

Summary: Although learning to write like science reporters was initially designed to help students develop scientific literacy, the SciJourn project became much more — a key to high school students’ engagement as learners, researchers, and writers and their teachers’ opportunity to explore “real world” genre-based writing assignments and assessment. This article provides a rich discussion with specific examples for learning to develop assignments and learning experiences that take into account “functional authenticity.” Those designing professional development, grants, summer institutes, or study groups on topics such as disciplinary literacy, genre, or authentic learning/writing will find ample food for thought!
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