Author: Arvind Gupta Summary: In this short inspiring piece, Gupta explains critical moments he has been motivated to write, including chances to explain scientific phenomena. He urges readers to appreciate the human mind and the joy of experimentation. This piece could be used as a model “why I write” piece...
Author: Robert Yagelski Summary: This essay is a key reading for individuals and study groups looking to understand the “transformation” that teachers say occurs in writing project institutes and other programs when they write, respond as members of writing groups, revise, and publish. Yagelski grounds his exploration in theory as he considers...
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...
Author: Luke Rodesiler, Meenoo Rami, Gary Anderson, Cindy Minnich, Brian Kelley, Sarah Andersen Summary: The NWP principle of “going public with our practice” has taken on new meaning as avenues for connecting and going public have continued to open. This article takes a deep look at what happens when five...
Guests: Richard Louth, Kim Stafford, Susan Martens, and Tracy Cunningham Summary: In this NWP Radio show, teacher leaders from the Southeastern Louisiana Writing Project discuss their writing marathon-focused advanced institute, a model of a large-scale writing marathon that draws attendees from across the county. Guests on the radio show share...
Author: Grant Faulkner Summary: This article highlights NWP teachers/consultants who use blogs as a tool for inquiry and reflection and as a way to converse with a community of educators about their classrooms, their pedagogy, and educational reform. Teachers reading this piece can see the myriad purposes of creating a...
Author: Kathie Marshall Summary: This article argues for a teacher-led collaborative inquiry approach to data analysis, as opposed to seeing data analysis as a compliance process. Potentially a conversation starter for how teachers can use inquiry processes to regain control over instruction and improve student achievement.
Author: Carrie Usui Summary: What is the work of a literacy coach? Twelve UCLA Writing Project teacher-consultants serving as literacy coaches in the LA Unified School District spent a weekend retreat exploring that question by writing vignettes as a way to illustrate what it is they do as coaches. Here...
Author: Kathleen Ann Gonzalez Summary: Are you taking on a new role at your writing project? Are you both excited and nervous? If so, then following Kathleen Gonzalez’s journey as she stepped into a key leadership at her site may help set you at ease. Her story confirms what we...
Author: Richard Louth Summary: This brief piece describes a book that puts writing—both teachers’ and students’—at the center. The first part focuses on writing marathon how-tos and offers guidelines, planning and facilitation resources, and teachers’ anecdotal experiences of writing in community. The second part of the book includes essays by...