Testifying for Writing: NWP Teachers and Other Educators Speak Out

By: Mary Ann Smith
Publication: The Voice, Vol. 11, No. 1
Date: 2006

Summary: In 2004 more than 100 teachers, school administrators, university leaders, and directors of academic writing programs participated in hearings held by The National Commission on Writing and chaired by National Writing Project Executive Director Richard Sterling.

"What would it take to turn exceptional writing instruction into everyday classroom practice?" This question—posed by Richard Sterling in his role as chair of the advisory panel to the National Commission on Writing—framed five hearings held across the country in 2004.

Participating in the hearings were more than 100 teachers, school administrators, university leaders, and directors of academic writing programs. Members of the commission and advisory panel listened and took notes. Following upon the release of The Neglected "R" in 2003, the hearings provided an active "next step"—an opportunity for those in the field to respond to the report's recommendations and to speak from firsthand experience about the challenges of teaching writing. Their insights are captured in the commission's new report, Writing and School Reform (currently in press).

Participants came together in five locations: the National Association of State Universities and Land-Grant Colleges (Washington, D.C.), the Haas Foundation (San Francisco), Alcorn State University (Alcorn State, Mississippi), the annual convention of the National Council of Teachers of English (Indianapolis, Indiana), and the University of Texas (Austin, Texas).

Reform should value what teachers know, not impose scripted solutions on them. Reform should reflect the complexity of the challenge, instead of pretending the answers are simple."

After watching a series of video clips of best practices, each group launched into conversation, and together they arrived at seven points:

• Many excellent examples of effective practice in writing instruction exist.
• Standardization and scripting of instruction threaten to undermine this writing instruction.
• A climate to encourage writing must be created.
• Genuine reform requires personalization of instruction.
• Maintaining a sense of "community" in schools is essential both to writing and to the larger reform movement.
• Integrating writing into the reform agenda, while challenging, is integral to the success of both.
• The best hope for improving both writing and schools generally lies in high-equality professional development.

Perhaps the most dramatic testimony centered on the issue of standardization. Teachers, in particular, were emphatic in their views that off-the-shelf programs do not create a nation of thoughtful writers and thinkers. "Reform should value what teachers know," said Valerie Taylor at the Austin meeting, "not impose scripted solutions on them. Reform should reflect the complexity of the challenge, instead of pretending the answers are simple."

The essence of the challenge—"to customize learning in an age of standardization"—was succinctly formulated by David Ward, former chancellor and president of the University of Wisconsin and president of the American Council on Education. But other challenges were identified as well. Participants urged the commission to enlarge its perspective on technology and the kinds of work it allows students to do—including video and multimedia projects that enable students "to find new ways not only to communicate with their audiences but to understand the world around them."

Participants also recommended that the commission pay more attention to the needs of English language learners. As for professional development, the consensus was that responsibility for leading it should be given to teachers, particularly in an effort to make it relevant to the classroom. Engaging teachers as writers and models for their students was another common theme.

Writing and School Reform will be released this spring. The commission will continue its activities, including reports to Congress and announcements of interest to the public. For more, see all the commission's reports.