nwp+logo.jpg

NWP's Current Feed Content
  • Why I Write: Marissa Moss on Bringing the Story Back into History
    Wednesday, October 18, 2017 Type: Resource Marissa Moss—a member of NWP's Writers Council—writes biographies and historical fiction to bring the sense of discovery back to history, making important stories accessible and engaging...
  • 4T Virtual Conference on Digital Writing
    Friday, September 15, 2017 Type: Resource Get ready for this year's 4T Virtual Conference on Digital Writing, an online "teachers teaching teachers about technology" event that focuses on the research, pedagogy, and tools of writing in digital spaces in the K-12 classroom, hosted by the University of Michigan Schools of Education and Information and Oakland Schools, and engaging many Writing Project sites and teachers...
  • Why I Write: 2017 National Day on Writing
    Monday, September 11, 2017 Type: Even...
  • (Re)marking on Equity and Education with Marginal Syllabus
    Friday, September 01, 2017 Type: Resource The Marginal Syllabus was created during the 2016-17 school year to convene and sustain conversations with educators about issues of equity in teaching, learning, and education. The Marginal Syllabus embraces an intentional double entendre; partnering with authors whose writing may be considered marginal—or contrary to—dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation...
  • Handwringing Moments in Teaching&mdash;A Chapter from <em>Assessing Writing, Teaching Writers</em>
    Thursday, August 24, 2017 Type: ResourceAssessing Writing, Teaching Writers, by Mary Ann Smith and Sherry Swain, introduces the Analytic Writing Continuum (AWC), a writing rubric/assessment tool developed over time by researchers and educators, which has long been the centerpiece of National Writing Project scoring conferences. In this introductory chapter, they highlight the decisions that went into its creation, and emphasize its potential to create a common language for teachers and students to use for discussing and improving writing...
  • Scientific Writing and Technological Change&mdash;A Chapter from <em>Teaching the New Writing</em>
    Monday, August 21, 2017 Type: Resource The technological changes of the last several decades have not only changed how science is done, but how it is communicated as well. Arguing that the teaching of scientific communication has a key place in the science classroom, Mya Poe and Julianna Radkowski Opperman trace these technologically-driven changes, and explore implications for developing modern, relevant science writing instruction...
  • Conferencing and Literacy Desiring: Trusting Students as Writers&mdash;A Chapter From <em>Choice and Agency in the Writing Workshop</em>
    Monday, August 21, 2017 Type: Resource In this chapter from Choice and Agency in the Writing Workshop: Developing Engaged Writers, Grades 4-6, Fred Hamel explores moments of "literacy desiring," a broad and holistic term for the range of ways that students are energized by and engaged with texts...
  • Literacy and Mobility
    Friday, August 18, 2017 Type: Resource How can looking at the movement of people, language, and things enrich our understandings of students and schools? Listen to this intriguing conversation with host Tom Fox and guest Brice Nordquist, Assistant Professor of Writing and Rhetoric at Syracuse University and author of Literacy and Mobility: Complexity, Uncertainty, and Agency at the Nexus of High School and College...
  • No Summer Slow Down for National Writing Project
    Thursday, August 17, 2017 Type: Press Release While students were enjoying their break, over 3,000 teachers were using the summer months to improve their craft. Through the National Writing Project, (NWP), teachers across the country worked face-to-face and in online communities to share and learn new ways to teach writing, engage colleagues, and enhance their leadership...
  • NWP Radio&mdash;(Re)marking on equity and education with Marginal Syllabus
    Monday, August 14, 2017 Type: Event The Marginal Syllabus was created during the 2016-17 school year to convene and sustain conversations with educators about issues of equity in teaching, learning, and education. The Marginal Syllabus embraces an intentional double entendre; we partner with authors whose writing may be considered marginal&mdash;or contrary to&mdash;dominant education norms, and our online conversations with authors occur in the margins of their texts using web annotation. A collaborative and emergent attempt to create a new sociotechnical genre of educator professional development, the Marginal Syllabus leverages the web annotation platform Hypothesis, adding multiple voices to critical conversations about equity and education. Join us to hear from Marginal Syllabus organizers, including educators from Colorado working in the Aurora Public School District, about what we learned during this first year of annotation and learning in the margins. We will also discuss plans for a collaborative syllabus with the NWP for the 2017-18 school year...