Resource Topics
Professional Development - NWP Model
Additional Resources
Orientations for the Teaching of Writing: A Legacy of the National Writing Project
Teachers College Record,
July 2013
Anne Elrod Whitney, Linda Friedrich
In a qualitative study using interview data of NWP Summer Institute participants between 1974 and 1994, education researcher, Anne Elrod Whitney, and Director of Research and Evaluation at NWP, Linda Friedrich, conclude that NWP's influence on teacher-consultants over time and across settings is a set of orientations toward the purposes of writing; students' abilities and responsibilities as writers; and the relationships between ideas and form that govern a teacher's choices about how best to structure writing opportunities for students.
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The Red Mountain Writing Project Scholarly Writing Retreat for University Faculty
June 2012
Tonya Perry
Building upon their expertise in supporting K–12 teachers as writers in the invitational summer institute, the Red Mountain Writing Project offers a writing retreat for University of Alabama at Birmingham faculty to support their scholarly writing across a range of academic disciplines.
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Building the Capacity of Writing Project Site Leadership
May 2011
Karen Smith, Lucy Ware, Lynn Jacobs, Paul Epstein
These stories of teacher leadership from NWP's Vignette Study provide examples of structures and processes that sites can examine as they seek to expand leadership and create their own opportunities for teachers to lead.
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NWP Radio—Stronger Together: State and Regional Networks at Work
May 2011
Tune in to this episode of NWP Radio to hear how sites leaders are connecting to each other as well as their state departments of education and other partners to accomplish mutually beneficial work on behalf of teachers and students.
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Writing and the Brain: Neuroscience Shows the Pathways to Learning
May 2011
Judy Willis, a neurologist and teacher-consultant with the South Coast Writing Project, explains how the teaching of writing is important for learning based on neuroimaging and brain mapping.
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A Thousand Blog Posts for NWP: A Letter to Washington, DC
April 2011
Teachers across the nation are blogging to support NWP in a campaign called "Blog for NWP." The goal is to reach 1,000 blog posts by April 8, 2011—and get NWP written into the federal budget as a result.
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The Successful High School Writing Center
2011
This book highlights the work of talented writing center teachers who share practices and lessons learned from today's most important high school writing centers. The authors offer innovative methods for secondary educators who deal with adolescent literacy, English language learners, new literacies, embedded professional development, and differentiated instruction.
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The Short History of a Local Writing Project Site
February 2011
Bonnie Kaplan
Entitled HVWP at 10, this short multimodal composition by Bonnie Kaplan at the Hudson Valley Writing Project captures the developmental trajectory of a local Writing Project site and offers a glimpse into the roots of the National Writing Project.
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The Written Word
December 2010
Elizabeth Rich
Teacher Professional Development Sourcebook editor Elizabeth Rich interviews NWP's Director of National Programs and Site Development, focusing on the connection between the Writing Project and "differentiation," and how the philosophy of the Writing Project can help teachers individualize instruction.
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Navigating the Tensions in Designing a Professional Writing Retreat
July 2010
Susan Martens-Baker, Robert Petrone
Two Nebraska Writing Project facilitators share their process of navigating tensions as they developed their site's first professional writing retreat. Their reflection on these tensions helped them think strategically about the demands of designing such a retreat.
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Central Georgia Writing Project Promotes Leadership Through Literacy
July 2010
Watch this profile of the Central Georgia Writing Project's fourth annual summer institute. Teachers from pre-K through college, from language arts to math and science, gathered to learn about the teaching of writing and to become better writers themselves.
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Book Review: Why School? Reclaiming Education for All of Us
February 2010
Tanya N. Baker
Reviewer Tanya Baker describes Mike Rose's book as a way toward restarting "a public conversation about the hopeful vision, the possibility, inherent in our nation's public schools."
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Culture of Collaboration: The Writing Project's Role Across the Segments
January 2010
Deborah Lapp
Teacher-consultant Deborah Lapp describes the benefits of an across-the-curriculum writing project–facilitated workshop as high school teachers and facilitators collaboratively examine ways to transition writers from high school to college.
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Creating a Culture of Inquiry Through the Use of Model Lessons
January 2010
Suzanne Linebarger
Suzanne Linebarger, associate director of the Northern California Writing Project, describes how the site conducts an inservice program of model lessons that supports collective teacher inquiry into key concepts in teaching reading and writing.
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(Re)Visioning Site Work: Extending the Reach and Relevance of NWP Sites
October 2010
J. Elaine White, Jane Frick, Tom Pankiewicz
This monograph captures how two sites who are at different points in their institutional lives use visioning retreats to take stock of their sites and look forward, to align programs with capacity, to distribute leadership, and to engage teachers beyond the summer institute.
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The Philadelphia Writing Project’s Leadership Inquiry Seminar: Continuity Linked to Site Mission and Local Context
National Writing Project at Work,
October 2009
Teri Hines, Bruce Bowers, Vanessa Brown
This monograph examines the strategies and practices that define the Philadelphia Writing Project's Leadership Inquiry Seminar, a yearlong institute designed to support urban educators in examining practices of leadership and their own growth as leaders.
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School Partnership Leads to “Exciting Writing Week” in Little Rock
July 2009
Elizabeth Radin Simons
A partnership between an Arkansas elementary school and the Little Rock Writing Project has greatly advanced the school's writing culture, especially through its annual Exciting Writing Week.
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Such Stuff as Writing Dreams Are Made Of: Technology in the Writing Retreat
March 2009
Michelle Rogge Gannon
Technology can change the nature of a writing retreat, whether through the way pieces are composed, how they're shared, or how they're responded to. It can also be the subject of the writing itself. Here are some tips that came out of NWP's Writing and Technology: A Professional Writing Retreat.
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Massachusetts Sites Increase Statewide Visibility
February 2009
Seeking to establish a statewide presence in professional development, the Massachusetts Writing Project, a network of three sites currently serving the entire state of Massachusetts, presented its first statewide conference in 2007.
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Investing in the NWP: The Creation of Educational Capital
November 2008
Mark St. John, Laura Stokes
The authors from Inverness Research argue that investment in NWP is not simply "expenditure." Rather, the NWP structure allows for the creation of varied forms of "educational capital" that contribute to the continuing improvement of writing in the nation's schools.
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Education Week Spotlights Writing Project Success
Education Week,
August 2008
The National Writing Project showcases writing as a tool to unlock students' critical thinking and analytical skills as much as their creativity.
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New York City Writing Project Helps Teen Immigrants Succeed in Bronx High School
July 2008
Grant Faulkner
Bronx International High School has received accolades for its success with English language learners, success attributed in part to its emphasis on professional development. The New York City Writing Project has provided professional development since the school's genesis.
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Investing in the Improvement of Education: Lessons to be Learned from the National Writing Project
December 2008
Laura Stokes, Mark St. John
The authors argue that educational progress in the United States has been limited because improvement has been treated as "expenditure, not investment." The NWP, however, provides a model that creates a "robust, cost-efficient infrastructure for education improvement."
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A Reunion and a Patchwork Quilt: Taking the Directors Retreat Home
June 2008
Nick Coles
Site leaders who attended the 2007 Directors Retreat reunite to talk about the programs and changes they've implemented at their sites. The Directors Retreat experience continues to live on in unexpected ways.
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Knowing When to Make Coffee: Lessons in Leadership and Change for a New Site Leader
June 2008
Vicki Holmsten
Holmsten, director of the Bisti Writing Project, reflects on her site's experience of "growing a leadership team," an idea she first heard about when she attended the New-Site Leadership Institute as a new director. She offers six lessons that she learned along the way.
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NWP Welcomes Associated International Sites in Hong Kong and Malta
March 2008
Gavin Tachibana
In 2007 the NWP formally conferred the designation of Associated International Sites on two writing project sites outside the U.S., one in Hong Kong and one in Malta. Directors of those sites reflect on how their sites embody the NWP model in their cultures.
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Professional Writing at the Core of Oklahoma State University Writing Project
March 2008
OSUWP's professional writing retreats transform teachers into competent writers of professional articles.
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Networks at the Center–Richard Sterling at the 2007 NWP Annual Meeting
November 2007
Richard Sterling
In his last Annual Meeting speech before retiring as NWP executive director, Richard Sterling reflects on NWP's core principles and relates them to the progress the network has made and the future ahead of us.
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National Writing Retreats Inspire Local Retreats
July 2007
Not everyone can attend one of NWP's annual professional writing retreats, but local sites can offer their own. Drawing on the NWP model, the Hudson Valley Writing Project organized a professional writing retreat for local area teacher-consultants that was so successful it became a springboard for further workshops.
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Toward a Scholarship of Teaching Practice: Contributions from NWP Teacher Inquiry Workshops
March 2007
Patricia Lambert Stock
In her keynote speech at NWP’s 2007 Spring Meeting, Patricia Lambert Stock reports on her study of an overlooked genre of educational research: the teacher workshop. Describing in detail a presentation on mock trials, she shows that such workshops not only have the customary elements of research published in professional journals but have four additional characteristics that make them a uniquely valuable genre of research in education.
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Transforming Writing: Teacher-Consultants Lead Change in Their Schools
September 2007
Linda Friedrich
This article analyzes the stories of NWP Vignette Study participants who facilitated change in their schools, identifying and elaborating upon three concepts that seem key to successful leadership within a school.
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Teachers, Writers, Leaders
Educational Leadership,
September 2007
Ann Lieberman, Linda Friedrich
Using data from NWP's Vignette Study, the authors describe how teachers take on leadership roles and how building community is crucial to their success.
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Unchanging Principles and Practices for Change
NWP Annual Meeting Speech,
November 2006
Sheridan Blau
Blau argues for the transformative nature of writing and the writing project experience, while insisting that the project "continues to demonstrate fidelity to foundational features."
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James Gray, Education Reformer
The Voice,
2006
In 1974, Jim Gray organized the first summer institute, based on the notions that successful classroom teachers are the best teachers of other teachers and that teachers of writing should write.
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Jim Gray and the Writing Project: One Life's Work
The Voice,
2006
Art Peterson
Jim Gray's friends describe the qualities that made him a great man, the very qualities that make NWP a great institution. They share ways he influenced their lives, their teaching, and the field of education.
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Living in the Age of Accountability
2006
Speaking at the 2006 NWP Annual Meeting, researcher Laura Stokes used this slideshow to demonstrate NWP's effectiveness and reach. For example, 63 percent of U.S. counties are in the virtual service area of NWP sites, and the NWP conducted 7,298 programs in 2004–05 and served about 95,000 teachers.
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Post-Tsunami Storytelling in Indonesia
The Voice,
2006
Katherine Schultz
Schultz was invited to Indonesia to mentor new teachers hired to replace those who perished in the tsunami-devastated province of Aceh. The Indonesian teachers left with new visions of child-centered teaching and learning.
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Remembering Jim Gray
The Voice,
2006
Mary Ann Smith
Smith recounts experiences with NWP founder Jim Gray: her meeting with him 35 years ago, his classes, the first summer institute, his mentorship of her, and the evolution of the NWP professional community.
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NWP Plunges Teachers Into Specific Expertise With a Thorough Immersion in Writing
Journal of Staff Development,
Summer 2006
Mary Ann Smith
This article from the Journal of Staff Development offers a look at the NWP model in action, reviews recent research findings, and gives recommendations for supporting teachers in their work of teaching students.
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Getting a Jump on the Work of a New Site
The Voice,
2005
J. Elaine White
A site director describes how she launched her site's programs—and learned that when she taps into the energy and expertise of the teacher-consultants, the potential for the site is unlimited.
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Strengthening Partnerships Between Sites and Universities: Tips from Site Directors
The Voice,
2005
Betsey Bowen, Ellen Brinkley, Meg Petersen, Rick VanDeWeghe
NWP sites need their sponsoring universities to value the work they do. In this article, four writing project leaders present successful strategies for strengthening the relationship between sites and their universities.
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Expanding the Reach of Education Reforms: Scaling Up and Scaling Down
www.nwp.org,
October 2004
NWP contributed a chapter to Expanding the Reach of Education Reforms, a new book from the RAND Corporation featuring education reform programs that have supported successful scale-up efforts.
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NWP Speaks: 30 Years of Writing Project Voices
The Voice,
2004
Richard Argys, Joe Bellacero, Vanessa Brown, Dana Dusbiber, Lynette Herring-Harris, Rudy J. Miera, Rochelle Ramay, Ralph Cordova
In the fourth of five parts to this series, writers reflect on their experiences in NWP national programs and at national program events.
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NWP Speaks: 30 Years of Writing Project Voices
The Voice,
2004
Joye Alberts, Barbara Bass, Ruby Bernstein, Anna Collins Trest, Britton Gildersleeve, Lynette Herring-Harris, Liz Mandrell, Patricia McGonegal, Meg Petersen, Carol Tateishi
Writing project teachers and site leaders recount defining moments in their association with the writing project in this engaging collection of short personal essays.
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NWP Speaks: 30 Years of Writing Project Voices
The Voice,
2004
Pen Campbell, Janis Cramer, Alisa Daniel, John Dorroh, Beth Hammett, Dan Holt, Tina Humphrey, Jane Juska, Richard Louth, Kathleen O'Shaughnessy, Bob Pressnall, Eileen Simmons, Kathy Woods
In this five-part series celebrating NWP's 30 th anniversary, writing project teachers and site leaders share personal accounts of their writing project experiences. In this third installment, writers consider how the writing project has helped them become writers.
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Walking in Our Students' Shoes: Reading Teachers and the Writing Project Model
The Quarterly,
2004
Peter Kittle
Kittle recounts his experience with reading teachers—in all disciplines—who are also learning and practicing new reading strategies to advance learning in their classrooms.
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NWP Speaks: 30 Years of Writing Project Voices
The Voice,
2003
Sheridan Blau, Marlene Carter, Linda Clifton, Don Gallehr, Bernadette Glaze, Richard L. Graves, James Gray, Marjorie Kaiser, Judith Moore Kelly, Miles Myers, Liz Stephens, Bob Tierney
In the first of a five-part "oral history" of the National Writing Project, people who were there at the beginning recount their experiences.
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A Day at the Annual Meeting
The Voice,
January-February 2003
NWP staff offer photographs and thumbnail descriptions of some Annual Meeting sessions, hoping to capture the spirit of the meeting...
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Satellite Sites Overcome Distance Barriers in West Virginia
The Voice,
March-April 2003
Laura Tracy Baisden
To overcome the geographic obstacles of Appalachia, a satellite site of the Marshall University Writing Project was developed in Logan County, West Virginia. Baisden outlines some of the key components of building a satellite site.
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Through the Looking Glass: A Site Director “Visits” Sites at the Annual Review
The Voice,
March-April 2003
Patricia McGonegal
McGonegal describes what it was like to be a reviewer at a site proposal review at UC Berkeley: the reviewers, she writes, don't act as a jury, but rather as sympathetic colleagues.
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Voices from the NWP Teacher Exchange Program
The Voice,
March-April 2003
Lynn Welsch, Donna Vincent, Pat Fox
The NWP Teacher Exchange Program gives teachers the opportunity to share knowledge and learn from other sites. The authors collect experiences from teachers who participated in the program and explain how to get involved.
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Why a State Network Action Project?
The Voice,
May-June 2003
Sherry Swain
Sherry Swain gives a brief description of the State Network Action Project (SNAP), developed to support statewide collaboration among sites, and describes some themes that developed from a leadership meeting in February 2003.
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Learning About Ourselves from Looking at Others
The Quarterly,
Winter 2003
Mary Ann Smith
Smith observes a teachers-teaching-teachers model in use in a different field. She draws parallels between the two models, seeing the strength of the NWP model while imagining new directions.
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My Trip to Baltimore: A Scrapbook from the NWP Annual Meeting
The Voice,
January-February 2002
"Joe Teacher" (a pseudonym)
Impressions from many sessions at the NWP Annual Meeting in Baltimore are captured by "Joe Teacher" (a pseudonym).
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Minigrant Report from Maine: Boys' Literacy Camp Sets a Standard
The Voice,
May-June 2002
A unique wilderness program for boys in Maine helps reverse negative attitudes toward reading.
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Respected Researchers Publish Book About NWP
The Voice,
November-December 2002
Art Peterson
Ann Lieberman and Diane R. Wood analyze what makes the writing project model so successful and show how other professional development efforts can learn from it.
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The Emerging NWP Writing Retreat Model
The Voice,
September-October 2002
Art Peterson
The annual NWP Writing Retreat, which gives teachers time to reflect on their teaching and write about their practice, has become a model for local sites and networks to develop their own retreats.
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Site Lines: Helping Teachers Thrive
The Voice,
March-April 2001
Ian Boulton
Site Lines is your forum to explore issues, re-create your experiences, and offer your insights on site leadership. In this space, we invite you to share your passion for language and literacy, tell stories of your professional struggles and successes, reflect on how you run your site, and offer advice for other NWP leaders. Send your ideas and queries to the NWP editors at editors@nwp.org.
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James Gray On Coaching: An Excerpt from Teachers at the Center
The Voice,
May-June 2001
James Gray
In this excerpt from Teachers at the Center, NWP founder James Gray shares some of the history and early insights behind the practice of coaching teachers before their demonstration at the invitational summer institute.
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Setting Your Sites: Thoughts on Being a New NWP Site
The Voice,
September-October 2001
J. Elaine White
Although she had been a teacher-consultant at the Oklahoma Writing Project, when J. Elaine White became the director of the Live Oak Writing Project in Mississippi she found herself faced with new challenges and rewards.
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Teachers at the Center: A Memoir of the Early Years of the National Writing Project
The Quarterly,
Fall 2000
James Gray
An excerpt from Teachers at the Center by National Writing Project founder James Gray.
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Back to Basics—Assumptions, That Is
The Voice,
September-October 2000
Sherry Swain
Sherry Swain describes an exercise that directors at the 2000 NWP Directors Retreat used to take an in-depth look at three of NWP's Basic Assumptions.
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Site Lines: Mind the Gap
The Voice,
September-October 2000
Mary Ann Smith
In this launch of Site Lines, a new Voice column for writing project leaders to share their stories of professional struggles and successes, Mary Ann Smith makes a case for avoiding a fixed pedagogical path.
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Twenty-Five Years of Making a Difference
The Voice,
September-October 1999
Art Peterson
This account of the 25th Anniversary Celebration of the California Writing Project reports on the successful aspects of the CWP and NWP, particularly the insistence that "teachers are our best resource and our best hope to rethink and reshape education."
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Growing the Boston Writing Project: The Lessons of 20 Years
The Voice,
Spring 1999
Joe Check
Check reflects on lessons he has learned over his 20-year tenure as a writing project director: teaching produces knowledge; everyone needs community; and change nurtures growth.
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The Only New Thing Under the Sun: 25 Years of the National Writing Project
The Quarterly,
Summer 1999
Sheridan Blau
Blau recounts the core NWP idea that the most reliable and credible solutions to the problems of learning and teaching are found in the wisdom and knowledge possessed by experienced and successful classroom teachers.
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Writing Projects and School Reform: A Local Perspective
The Quarterly,
Spring 1998
Marcie Wolfe
Wolfe explains how the New York City Writing Project has increasingly worked toward a vision that allows the site to help change and restructure schools while also helping teachers improve their practice.
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My Beliefs About Teaching Before the National Writing Project (and How They Have Changed)
The Voice,
Summer 1998
Susan Bennett
Bennett discusses how her involvement with the writing project has changed her views about her profession, about teacher community and collegiality, about reflective practice, and about university-based learning.
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NWP Programs Boost Nation's Young Writers
The Voice,
Winter/Spring 1998
Art Peterson
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NWP Sites Reach Out to Parents
The Voice,
Fall 1997
Art Peterson
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Sites Helping Sites: Technical Assistance NWP Style
The Voice,
Summer 1996
Jo Fyfe
Fyfe makes a claim for technical assistance as a way of allowing sites new perspectives on ways they might change and grow.
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Revisited article: Beating the "Writing Systems" on Our Own Ground
The Quarterly,
Winter 1995
Mary K. Healy
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Revisited article: School Culture
The Quarterly,
Winter 1995
Miles Myers
This article examines the relationship between classroom teachers and university researchers, making the claim that teacher authority is based on knowledge gained by experience in the schools, an experience not generally available to university researchers.
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Making Thinking Visible: Encouraging Interaction Among School and University Writing Teachers
The Quarterly,
Winter 1994
Linda Norris
Norris describes how researchers worked with teachers from very different classes and contexts to implement a specific writing technique called collaborative planning in their classrooms.
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Constructing Knowledge in a Professional Community: The Writing Project as a Model for Classrooms
The Quarterly,
Winter 1993
Sheridan Blau
Blau argues that the "inquiry" experience that teachers encounter in the summer institute carries over into similar authentic teaching and learning experiences in their classrooms.
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Where Does the NWP End and the Real World Begin?
The Quarterly,
April 1988
Dixie Dellinger
Dellinger calls on NWP to respond to imposed standardized programs with research supporting the practices of the project and with support for teacher-consultants as they "lay out a year's program of writing in their subject."
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Report: Inside the New Hampshire Writing Project
The Quarterly,
October 1988
William Strong
Visiting the unaffiliated New Hampshire Writing Project, Strong concludes that the NWP institutes, with their emphasis on teacher expertise, are more likely to empower teachers than is New Hampshire's instruction in teaching methods.
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Who Owns the Writing Project?
The Quarterly,
April 1987
Sam Watson
Watson argues that for the writing project to last, its ownership must be "redefined as one not of exclusivity but of differences and of collaborative investments."
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Remarks for a Workshop
The Quarterly,
March 1986
Lee Davis
Davis emphasizes the importance in a successful workshop of collaboration, interaction, and the formation of a writing community.
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Rip Van Sitemeister Awakens in 1991: A Fantasy about the Future of the National Writing Project
The Quarterly,
October 1986
Bill DeLoach
From the perspective of 1986, DeLoach predicts, with considerable accuracy, the directions writing instruction, writing technology, and the writing project will take over the coming decades.
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How Long Should the Writing Project Continue?
The Quarterly,
April 1985
Sheridan Blau
Blau argues that the writing project must continue for the same reasons universities must continue. Its sites are seats of learning and inquiry that provide intellectual renewal for members of academic and professional communities.
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We're Not Alone
The Quarterly,
May 1984
Don Gallehr
Gallehr emphasizes the importance of collective knowledge in the NWP model. NWP's hope for longevity lies in its model: as a community of learners who support and nourish each other and those they work with.
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Methods and a Wild Surmise
The Quarterly,
October 1984
Marian M. Mohr
Mohr stresses that writing project presenters are also learners who at best will "participate in a teacher-to-teacher exchange of mutual respect."
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Survival vs. Innovation: Testing the NWP Model
The Quarterly,
June 1983
Nancy Grimm
Grimm writes "The power of the model does not come from strength reinforcing strength [but from] the expectation of strong contributions and the structure that allows the director the freedom to learn not teach . . . ."
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Misgivings: A Five-Year Report
The Quarterly,
November 1983
Margaret Fleming, Suzanne Padgett, James Rankin
The authors state misgivings about their writing project experience: logistical ones (e.g., recruiting of applicants), ideological ones (e.g., the level of academic rigor at the summer institute), and theoretical ones (e.g., documentation of quality and improvement).
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Innovations
The Quarterly,
March 1982
Site directors report on innovations that have allowed their sites to implement and build on the NWP model.
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Teaching the Directors
The Quarterly,
February 1981
Mary F. Hayes, Max Morenberg, Gilbert Storms
The authors write of their first summer institute experience, "twenty three fellows and three directors. We taught them theory they taught us . . . [that] not only can teachers teach teachers they can also teach directors."
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Writing Projects: Centers of Knowing
The Quarterly,
February 1981
Sam Watson
Watson writes, "Teachers who compose a writing project are its center, but as a center of knowing, a project's periphery is open to discover commonalities and differences beyond the project itself."
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Knowledge: A Dimension the Writing Project Model Neglects?
The Quarterly,
May 1980
Sam Watson
Watson makes a plea for "continuing to hear our own voices as writers and learning from our varied experiences as writing teachers, [but] also hearing those other voices which appear in print."
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What Teachers Need to Know
The Quarterly,
May 1980
Leslie Whipp
Whipp reflects on teacher knowledge, stating that the NWP must make central "the function of allowing young people to extend their repertoires of language."
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National Network Established
The Quarterly,
December 1978
James Gray
Gray announces that the over thirty writing project sites across the country will form a network informing each other of practices, inservice activities, evaluation, and other happenings that might serve as useful precedents.
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National Writing Project: U.S. Department of Education Briefing, Office of Innovation and Improvement
February 2009
Four NWP teacher-leaders share their teaching and writing project experiences before an audience at the U.S. Department of Education.
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Building and Sustaining Capacity: Teacher Leadership and Instructional Improvement in the NWP
July 2007
Paul LeMahieu, Linda Friedrich
The authors propose a research agenda to examine teacher leadership within the NWP that focuses on teacher-consultants and their work, the place of content and instructional practice, leadership development and support in the NWP, and the organization's approach to teacher leadership as investment in educational improvement.
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