publish

Tech Tools for Teachers, by Teachers: Video Game Design in the Classroom

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Author: Greg Kehring

Summary: What can the writing process teach students and teachers about video game design, and how can game design expand our understanding of writing genres? Read about this middle school teacher who used Gamestar Mechanic to engage his students in digital writing and connected learning. From “creation” to “peer revision” and finally publication on a gaming website where others played the games and offered feedback, he and his students discovered the power technology can have in understanding composing and creative processes and providing new avenues for writing. For teachers who are reluctant to engage in digital work (or who are ready to take some new steps), this article can provide encouragement, guidance, and testimony about how students learn and respond to such experiences.
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Writing from the Feather Circle

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Author: G. Lynn Nelson

Summary: In this resource, a writing teacher from Arizona applies the Native American feather circle to the teaching of writing and describes her work teaching sections of first-year composition exclusively for Native American students. The feather circle focuses on speaking from the heart; in the classroom this approach involves writing honestly and openly first and worrying about form later. The author expertly shares the writing experiences of her students from a culturally responsive stance, and how an emerging group, “Native Images,” has shared their writings and art in community-based settings and across the country. This resource would be useful in teacher discussions of culturally relevant pedagogies for writing.
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Lawnmowers, Parties, and Writing Groups: What Teacher-Authors Have to Teach Us about Writing for Publication

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Author: Anne Elrod Whitney

Summary: When teachers write for others in their profession they are taking on a form of leadership and embracing a means for advocating for the value of teacher classroom inquiry and reflective practice. This article, is one of many by Anne Whitney, a researcher who has studied the professional practice of NWP teachers, that invites teacher-writers to get beyond the hurdles of doubt as they approach publication of their professional writing. An inspirational article for teacher writing groups that will resonate with teachers who are ready or getting ready to share their work more publicly.
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“A More Complicated Human Being”: Inventing Teacher-Writers

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Author: Christine Dawson

Summary: How might teachers pursue and support personally and professionally worthwhile writing practices in the midst of the many demands associated with teaching? How might writing groups sustain their work together – in person or online? This final chapter from The Teacher-Writer: Creating Writing Groups for Personal and Professional Growth, a book that documents the first year of a successful teacher writing group, includes strategies developed and a generative framework grounded in lessons learned by the group as they met face-to-face and worked online. Their story and what they learned together will be of particular interest to teachers who wonder how to build on their commitments to personal writing and sustain a collegial community that forms in the process of writing and sharing.
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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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Publishing Students’ True Stories

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Author: Rus VanWestervelt

Summary: Creative nonfiction? What better way to engage students in all disciplines than to write real stories about life events that matter to them! And what if there were opportunities to publish these pieces in a journal designed and edited by youth? In telling the story of the creation of a journal that eventually encompassed the state, the author provides a resource list of models of creative nonfiction as well as an example of one student’s narrative that focused on her family’s evacuation from the American compound in Saudi Arabia following terrorist bombings. Even without a goal of publishing a journal, there are excellent suggestions that could be used for creating and supporting collaborative writing spaces (e.g., in classrooms, student writing clubs, supporting Scholastic Awards).
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Stories of Impact: The On-Site Work of the New York City Writing Project

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Author: Elaine Avidon, et al.

Summary: This e-book includes powerful chapters written by teacher consultants about the individual and collective impact of their work and its alignment to their site’s mission and beliefs about professional learning. Reading select chapters would support fellows in imagining different kinds of school coaching; alternatively, the book offers a powerful model for site leaders who want to pull together leaders to collectively evaluate and write about the impact of their site’s programs.
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A Cure for Writer’s Block: Writing for Real Audiences

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Author: Ann Rodier

Summary: This teacher describes how she connects as a writer to a student whose drafts begin to find a real audience. By guiding student writers toward an authentic purpose for their writing, young authors can see themselves as professional writers. Use this narrative as a hook to bring teachers together to discuss ways authentic audiences can propel students toward meaningful writing.
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Writing to Transform: Teacher-Consultants Lead Change in Their Schools

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Author: Linda Friedrich

Summary: What do successful teacher leaders do? This short article suggests an emergent framework from a larger study about teacher leadership. Leaders address problems, facilitate collective learning, and celebrate the work of writing. This article could be powerful to read and discuss at a continuity event on taking next leadership steps.
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Diving with Whales: Five Reasons for Practitioners to Write for Publication

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Author: Grace Hall McEntee

Summary: The author offers five compelling reasons for teachers to write for publication, including the opportunity to understand our teaching practice and to inform the public. This brief article would work well as a resource for educators who are beginning to explore writing about their work. The article could be sent in advance of a professional writing retreat as well.
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