Educators will work with resources from the National Writing Projects College, Career, and Community Writers Program (C3WP) that support students in reading critically, exploring multiple points of view, and taking their own stand on important issues.
Key features:
- Intensive and embedded teacher-to-teacher professional development to support classroom instruction in the teaching of argument writing
- A year-long arc of intentionally sequenced instructional resources that support students’ developing skills in writing arguments
- Formative assessment tools that help educators determine what their students can do and where to focus next instructional steps
Where: UW Madison Campus
Summer Dates: June 25 – 29, 2018 (9:00 – 3:30)
Quarterly Meeting Dates: 5:00 – 8:00 PM
October 22 & 24
December 10 & 12
February 25 & 27
April 29
May 1
Cost:
- $1,000 for individuals
- $4,000 for a team of 4-6 educators
Registration Due June 1, 2018
Report from SRI International
- Impact of the National Writing Project’s College-Ready Writers Program on Teachers and Students
SRI’s 2-year random assignment evaluation found consistent program implementation and positive impacts of the National Writing Project’s College-Ready Writers Program (CRWP). Despite the challenge of implementing a program in 22 districts across 10 states delivered by 12 Writing Project sites, CRWP was implemented with a high degree of fidelity to key program components. Teachers in CRWP districts took up the materials and approaches presented by the program, and as a result the writing instruction that students experienced in treatment districts was significantly different from that in control districts. Ultimately, CRWP had a positive, statistically significant effect on the four attributes of student argument writing—content, structure, stance, and conventions—measured by the National Writing Project’s Analytic Writing Continuum for Source-Based Argument. In particular, CRWP students demonstrated greater proficiency in the quality of reasoning and use of evidence in their writing.
