The ability to write is fundamental for learning and achievement across Grades K-12, performance in the workplace, continuing education, college, personal development, and addressing social justice. The majority of our students, however, are not capable writers. We have a body of evidence-based practices (EBPs) and best practices that can make a…

In this article, we explore how supporting faculty writers can also help them to become more effective teachers of writing in their disciplines. Based on over ten years of facilitating and studying faculty at our writing retreats, we demonstrate how understanding and improving their own writing experiences can spark insight into their students as…

Writing, writ large, is the very process, practice, and product by which students, researchers, faculty, and administrators on college campuses professionalize, become knowledgeable, and, in some cases, become experts. CSU Writes (Colorado State University) approaches writing as both the cornerstone practice and the primary means of professional…

For over four years, students enrolled in remedial writing classes who attended eight writing center tutorials directly linked to their assignments had an average pass rate of 95.6 percent, whereas students who did not attend any writing center tutorials had an average pass rate of 39.4 percent. These correlations are just that--correlations that…

Increasingly, school leaders recognize the need for writing instruction to become a schoolwide priority. The writers' workshop approach that was popularized 30 years ago is still relevant; it is still important to give students protected time to write, opportunities to address topics and audiences that matter, and timely feedback. Recent research…

After decades of use in creative writing programs, the workshop method has come under a recent wave of attacks and criticism. Though revising and enhancing the workshop process is necessary, the writing workshop should remain a tradition in the education of young writers.

When expectations for scholarly productivity increase at comprehensive universities, faculty writing groups can provide the tools, motivation, and support necessary to achieve both administrative and faculty goals. Narratives from members of a faculty writing group experiencing a shift in institutional expectations for scholarship reveal tangible…

Standards can aid educators as they work to produce strong student writers who can create meaningful and skillfully crafted authentic pieces of writing. This once-a-month, yearlong professional development program, conducted during the school day, shifted a district's kindergarten writing program to a writing workshop model that enabled the…

Writing for publication is a skill latent activity that is developed in gradients and honed with practice. For the past twenty-five years the author has teamed with colleagues (most frequently, Ken Henson) in presenting workshops about professional writing at a variety of conferences for such organizations as the Association of Teacher Educators…

Adult students are more anxious about writing for school, less familiar with academic conventions, and more likely to drop out than younger students. For students learning to move between personal, work, and academic discourse communities, the ongoing and explicit writing instruction argued for in the research of Sternglass, Herrington and Curtis,…

Describes a method of helping students to invent characters in the context of a creative writing workshop for undergraduates. Considers how students draw composition characters for which they can write a profile using the surrealist technique of "exquisite corpses." Uses student work to illustrate how such characters feed into the story…

The Mission of the National Writing Project (NWP) is to improve writing and learning in the nation's schools. Through its professional development model, the National Writing Project recognizes the primary importance of teacher knowledge, expertise, and leadership. This annual report features seven educators from urban, rural, and suburban…

Discusses ways for teachers to develop their own writing workshops. Discusses briefly four teacher-generated workshops. (RS)

Argues that children's literature is a great tool for teaching writing in the elementary grades. Offers a list of fine children's literature the authors use to teach specific writing and "writerly" skills. (SR)

Describes a conferenced writing program in a suburban St. Louis high school. Asserts that this kind of instruction is not merely the utopian ideal of writing teachers but a method that can and should be implemented in all schools. (PRA)