scholarly journals Getting Better at Getting Better: Lessons From the National Writing Project

2019 ◽  
Vol 63 (3) ◽  
pp. 342-346 ◽  
Author(s):  
Elyse Eidman‐Aadahl
Keyword(s):  
National Writing Project ◽  
Writing Project

What Now? Shifting Our Colleagues' Perceptions of Digital Writing

2014 ◽  
pp. 629-642
Author(s):  
Troy Hicks
Keyword(s):  
Network Modeling ◽  
Fair Use ◽  
National Writing Project ◽  
Writing Teachers ◽  
Digital Writing ◽  
Writing Project ◽  
Personal Learning ◽  
Entry Points ◽  
Personal Learning Network ◽  
Writing Tools

Though many teachers, including the authors in this collection, are incorporating digital writing tools and making significant changes in their instruction, too many other teachers are not. Based on the results of a Pew Internet and National Writing Project survey, this chapter explores six skills that a majority of writing teachers describe as “essential” or “important.” Building on the premise that all teachers want their students to learn these skills, this chapter describes strategies for how digital writing tools could be used in that capacity. With examples such as alternative search engines, creating a personal learning network, modeling the digital writing process, and understanding the dimensions of fair use, copyright, and citation, the chapter provides entry points for all teachers - even those unsure about why or how to use particular technologies - to begin teaching digital writing.

Knotworking with the National Writing Project

2015 ◽  
Author(s):  
Stephanie West-Puckett ◽  
Kerri Bright Flinchbaugh ◽  
Matthew S. Herrmann
Keyword(s):  
National Writing Project ◽  
Writing Project

Stepping into the Role of Professional Writer

2011 ◽  
pp. 250-260
Author(s):  
Christine Aikens Wolfe ◽  
Cheryl North-Coleman ◽  
Shari Wallis Williams ◽  
Denise Amos ◽  
Glorianne Bradshaw ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Annual Meeting ◽  
National Writing Project ◽  
Professional Writing ◽  
Control Group ◽  
Santa Fe ◽  
Writing Project ◽  
Professional Writers ◽  
Experimental Group

A group of National Writing Project teachers from around the nation attended a Professional Writing Retreat in Santa Fe in 2004 and continued their collaboration. This chapter examines the progress of the group’s commitment to communicate by electronic means about writing about teaching. Teachers from the experimental group, those who answered the call to examine their continued involvement with the group, provide qualitative research narratives about how each responds as they help one another to step into the role of professional writer. Statistics gathered from both the experimental and a control group of teachers (who attended the same retreat but did not answer the survey) allow the reader to chart the teachers’ success in: (a) presenting together about being professional writers, (b) writing together as professional writers, (c) writing individually about teacher-practice, and (d) meeting at the National Writing Project’s Annual Meeting in order to continue to support each other’s work.

Writing Objectives: The National Writing Project

1983 ◽  
Vol 67 (465) ◽  
pp. 110-111
Author(s):  
Mark F. Goldberg
Keyword(s):  
National Writing Project ◽  
Writing Project

scholarly journals Unscripted Possibilities

2021 ◽  
Vol 42 (1) ◽  
pp. 57-67
Author(s):  
Tom Fox ◽  
Rachel Bear
Keyword(s):  
School Culture ◽  
Professional Learning ◽  
Rural Schools ◽  
Teacher Practice ◽  
National Writing Project ◽  
School Environments ◽  
Writing Project ◽  
Rural Environments ◽  
College Career ◽  
The World

  Abstract “Unscripted Possibilities” examines the potential for change that emerges in rural environments that are affected by poverty and educational reforms that ignore the specific contexts of rural schools. Using a National Writing Project program, the College, Career, and Community Writers Program as case, we argue that professional learning relationships that are characterized by mutuality and indeterminacy create changes in teacher practice and school culture. Our analysis adapts concepts from Anna Tsing’s (2015)The Mushroom at the End of the World to uncover hopeful possibilities in damaged school environments.

Moving teachers to the center of school improvement

2020 ◽  
Vol 101 (6) ◽  
pp. 29-34 ◽  
Author(s):  
Edit Khachatryan ◽  
Emma Parkerson
Keyword(s):  
School Improvement ◽  
Social Organization ◽  
National Writing Project ◽  
Educational Improvement ◽  
Writing Project ◽  
The Social ◽  
Insight Into

Teachers have historically been at the margins of educational improvement, and they are just beginning to drive improvements in the profession. Networked improvement communities (NICs) are one approach for collective reprofessionalization of teaching, where practice is defined and managed by practitioners. Edit Khachatryan and Emma Parkerson offer insight into the social organization of a NIC and use two real and mature networks — the Network to Transform Teaching and the National Writing Project — to describe how NICs structure roles and relationships and foster vital norms and identities among professionals.

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