AUTHOR: Chris Sloan
FROM THE BLOG: Author Chris Sloan shares how he provides opportunities for students to have compelling online conversations about their research while also producing a high-quality traditional research paper.
Tag: classroom practice
AUTHOR: Katie McKay
FROM THE BLOG: Katie McKay shares the process and examples of student work from a year-long journey of deep professional development to create responsive curriculum that grows authentic, enthusiastic, and motivated writers in elementary classrooms.
AUTHOR: Kate Rowley
FROM THE BLOG: Kate Rowley writes on how a team of UCLA Writing Project teacher-consultants worked to bring meaningful literacy and writing experiences to English learners whose classrooms often exist in isolation, using resources from our College, Career, and Community Writers Program (C3WP).
AUTHOR: Janelle Bence
FROM THE BLOG: High school ELA teacher and NWP teacher leader Janelle Bence explores how civic engagement forms the essential “why” of her classroom practice, helping students consider their identities, values, and connections to communities big and small.
AUTHOR: Kathy Kurtze
FROM THE BLOG: Chippewa River Writing Project teacher-consultant Kathy Kurtze explores how the College, Career, and Community Ready Writers Program’s curriculum is perfect for harnassing the energy of her social and demonstrative middle schoolers into civil discourse and thoughtful argument writing.
FROM THE BLOG: Writing Our Future: American Creed, a new youth publishing opportunity from the National Writing Project, gives youth a chance to add their voice to the conversation sparked by American Creed, a documentary film tackling big questions facing America today.
AUTHOR: Stephanie West-Puckett
FROM THE BLOG: Stephanie West-Puckett and her graduate students name and defeat persistent zombie ideas with help from Bad Ideas About Writing, a free, open-source textbook outlining 61 bad ideas about writing and writing instruction that just won’t go away.
AUTHOR: Steve Fulton
FROM THE BLOG: The results of student civic action projects are inspiring and exciting, but the presentation of these often final products obscures difficulties, false starts, and frustrations. Steve Fulton digs into the messy, uncomfortable learning that makes authentic projects so meaningful.
AUTHOR: Zac Chase
FROM THE BLOG: Teacher Zac Chase examines traditional “get to know you” writing assignments to tease out their primary goals, and explores how we could reimagine those assignments to better meet those goals, incorporating collaboration, student inquiry, and transparency.