WRITE / LEARN / LEAD BLOG : Homepage Feature

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.

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AUTHOR: Debbie Bell
FROM THE BLOG: When teachers hear the term “professional development,” they often think of long mandatory days of listening to speakers and administrators talk about issues that do not pertain to their teaching. I speak flippantly about these “workshops” because I endured them for over sixteen years as a middle school teacher before teaching on the university level. However, the more I work with teachers, especially through the writing project on campus, the more I realize that teachers truly want professional time to learn how to employ new pedagogical strategies to help their students. How do we, writing project sites, meet the needs of these teachers?

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AUTHOR: Tom Fox
FROM THE BLOG: As a college teacher of writing, I was always uncomfortable with high school teachers asking me what they should do to prepare their students for postsecondary writing. After years of giving vague and unhelpful answers, I finally landed on a less vague, but still unhelpful answer: Don’t prepare students. Teach great high school writing and then when they get to college, I’ll teach college writing. For this reason, and to represent the expansive goals of the program, the College-Ready Writers Program is now College, Community, and Career Writing Program, or C3WP.

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AUTHOR: Elyse Eidman-Aadahl
FROM THE BLOG: We celebrate the completion of Phase 1 of the NWP Archives, preserving over 40 years of NWP history for the scholars of today and tomorrow, and display some of that history in the prestigious Roswell Cases.

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