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NWP in Person: Writing Project Authors Discuss Their Books
Date: November 2010
Summary: NWP authors share thoughts about the research and philosophies behind their latest books—which cover a wide variety of subjects, ranging from student writing and social justice, to technology in the classroom, to practitioner research.
Linda Christensen
Meet Linda Christensen, director of the Oregon Writing Project at Lewis and Clark College and author of Teaching for Joy and Justice: Re-imagining the Language Arts Classroom
, the much-anticipated sequel to her bestselling Reading, Writing, and Rising Up: Teaching About Social Justice and the Power of the Written Word
.
Kathy Schultz
Meet Kathy Schultz, associate professor at the University of Pennsylvania's Graduate School of Education, director of the Philadelphia Writing Project, and author of the book Rethinking Classroom Participation: Listening to Silent Voices .
Liz Stephens
Liz Stephens, former director of the Central Texas Writing Project, coauthored Using Technology to Improve Adolescent Writing: Digital Make-Overs for Writing Lessons , a book about the need to teach writing with technology at the secondary level in all content areas.
Rick VanDeWeghe
Rick VanDeWeghe, former director of the Denver Writing Project, authored the book Engaged Learning
. He started with the concept that psychologists refer to as "flow." He describes how teachers should plan lessons with the intention of engaging their students in the work for a powerful learning experience.
Lesley Morrow
Lesley Mandel Morrow holds the rank of Professor II at Rutgers University's Graduate School of Education, where she is coordinator of the literacy program. She is the assistant director of the National Writing Project at Rutgers University. Morrow describes a collection of books for the International Reading Association that she edits called The Preschool Literacy Collection
.
Mark Overmeyer
Mark Overmeyer, co-director of the Denver Writing Project, wrote the book What Student Writing Teaches Us . Overmeyer poses the question, "If you read student writing closely enough, will the student's writing teach you what the student needs to know?"
Susan Lytle
Susan Lytle, who directed the Philadelphia Writing Project for almost 20 years, coauthored Inquiry as Stance: Practitioner Research for the Next Generation
, which puts forward the notion of "inquiry as stance" as a challenge to the current arrangements and outcomes of schools and other educational contexts.
