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Announcing a summer fellowship for secondary teachers interested in exploring 21st century literacies through performance and the teaching of literature (open to teachers of all disciplines). Accepted teachers receive $1,000 stipend for full participation.

The College Board Advanced Placement (AP) Program is recruiting High School Teachers and College Faculty to serve as AP Readers for AP English Language at the June 2014 Reading.

Smarty Gras: PCC Spring Writing Professional Development Day by Anthony T. Sovak, "Build Soil"

The Summer Institute is accepting application via email and postal mail - to learn more, visit tthe programs webpage: http://sawp.web.arizona.edu/invitational-summer-institute

Good news! Norah Booth (Summer Institute, 2008) wrote an interview of Alberto Rios that has been published in Poets & Authors! Q&A: Ríos Named Arizona Poet Laureate

Choice and Agency in the Writing Workshop: A Conversation with Fred Hamel

Thursday, June 22, 2017
Type: Resource
Fred Hamel, author of Choice and Agency in the Writing Workshop: Developing Engaged Writers, Grades 4-6, joins NWP Radio to talk about why upper elementary children need ways to become literate as kids, not merely as prototypes of adults or teenagers.

NWP Teacher-Leaders Innovate and Collaborate During Summer Sessions

Thursday, June 15, 2017
Type: Press Release
This summer, more than 3,000 teachers committed to improving the writing of the country's K-12 students will work face-to-face and in online communities to share and learn new ways to teach writing, engage colleagues, and enhance their leadership through the National Writing Project (NWP).

Rethinking Research: Reading and Writing about the Roots of Gentrification

Thursday, June 08, 2017
Type: Resource
Linda Christensen explains a unit on gentrification, wherein students at a predominantly African-American high school in Portland, OR explored the roots and drivers of the gentrification rapidly transforming their neighborhood through primary source research, role-play, neighborhood exploration, and historical fiction writing.

Small Moves and Radical Acts: Cultivating Understandings of Connected Learning with Future Teachers

Thursday, June 01, 2017
Type: Resource
We talk with teacher-educators working to leverage the language, the opportunity, and the design principles of Connected Learning to support learning and teaching in a rapidly changing literacy landscape. We discuss the small moves and the radical acts that colleagues all over the country have been working on, with a specific focus on work with future teachers and teacher educators.

4T Virtual Conference on Digital Writing

Friday, September 15, 2017
Type: Resource
Get ready for this year's 4T Virtual Conference on Digital Writing, an online "teachers teaching teachers about technology" event that focuses on the research, pedagogy, and tools of writing in digital spaces in the K-12 classroom, hosted by the University of Michigan Schools of Education and Information and Oakland Schools, and engaging many Writing Project sites and teachers.

(Re)marking on Equity and Education with Marginal Syllabus

Friday, September 01, 2017
Type: Resource
The Marginal Syllabus was created during the 2016-17 school year to convene and sustain conversations with educators about issues of equity in teaching, learning, and education. The Marginal Syllabus embraces an intentional double entendre; partnering with authors whose writing may be considered marginal—or contrary to—dominant education norms, and online conversations with authors occur in the margins of their texts using web annotation.

Handwringing Moments in Teaching&mdash;A Chapter from <em>Assessing Writing, Teaching Writers</em>

Thursday, August 24, 2017
Type: Resource
Assessing Writing, Teaching Writers, by Mary Ann Smith and Sherry Swain, introduces the Analytic Writing Continuum (AWC), a writing rubric/assessment tool developed over time by researchers and educators, which has long been the centerpiece of National Writing Project scoring conferences. In this introductory chapter, they highlight the decisions that went into its creation, and emphasize its potential to create a common language for teachers and students to use for discussing and improving writing.

Pages

Elyse Eidman-Aadahl and Jacob Lewis (National Writing Project and Figment, 2013) 

Amazon's Price: $1.99

To celebrate the National Day on Writing (October 20, 2011), Figment, National Writing Project, The New York Times Learning Network, and Edutopia teamed up to present a festival of words and ideas that asked, Why Do You Write? It's a straightforward question with a million complicated answers. Here are 60 from young writers all around the country explaining why writing is so important to them.

Excerpt from the book:

"I write because I want to confront myself. I want to dredge up buried pieces of me and put them together in words. I want to show myself who I was, who I wish to be and who I am." 
- Louise Edwards

About the Authors
Elyse Eidman-Aadahl is the Director of National Programs and Site Development at the National Writing Project.
Jacob Lewis is the co-founder and CEO of Figment.