Writing-Rich Classrooms

The following collection of resources represents a collaboration between National Writing Project Teacher Leaders from across the state of Wisconsin and the Wisconsin Department of Public Instruction. Created by expert teachers of writing, these student- and teacher-facing materials support writing-rich experiences in the genres of opinion / argument, narrative, and informative writing for students in grades three through eight.

Writing Rich-Classrooms utilize high-impact instructional practices to provide a variety of regular opportunities for young people to develop their skills as writers and thinkers. These educational experiences prepare students for on-demand writing tasks, like those on the Forward Exam, without relying on traditional “test prep.”

The following collection was designed to…

Position writers as decision-makers
Allow for risk-taking and reflection
Occur with regular frequency
Value process over product
Provide asset-based feedback and opportunities to put feedback into practice
Utilize multiple literacies: reading, writing, speaking, and listening
Serve as low-stakes / ungraded practice experiences

The Wisconsin State Standards for English Language Arts articulates an overarching statement describing the standards for writing: Write routinely for a range of culturally-sustaining and rhetorically authentic tasks, purposes, and audiences over extended time frames (time for inquiry, reflection, and revision) and shorter time frames (a single sitting or a day or two). The resources in this collection were designed to support these types of writing experiences with a specific focus on:

Anchor Standard W2: Compose writing for a variety of modes to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
Anchor Standard W3: Select and utilize tools and strategies to develop effective writing appropriate for purpose, mode, and audience.

Learn more about Writing-Rich Classrooms

Characteristics of Writing-Rich Classroom Environments

Regular & low-stakes quick writes

Regular, un-graded opportunities for students to write and share writing / thinking. Prompts cross content areas and genres.

Deconstruction of Writing Prompts

Carefully breakdown a writing prompt, analyzing key elements (topic, task, audience, etc.), to fully understand what the prompt is asking and ensure writer can respond effectively.

Genre-Specific Instruction

Opportunities to focus on particular features or conventions of each type of writing. Provides students with access to context-specific structure, language, and organization.