Energetic Exchange: Summer at the National Writing Project
By Sara Bauer

“Let’s write, shall we?”

These were the opening words of Bill Connelly, facilitator of the National Writing Project’s Summer Invitational Institute at Rutgers University. And so began one intense month of discussion, research, reading, and, of course, writing -- all for the cause of helping students to become better writers.

Several years have passed since that stifling day in July 2002, and I am back on the Rutgers campus to make a presentation to the present Summer Institute participants. I am eager to meet Julie Cheville, our site director, and find out how this new group of teachers is enjoying the program so far. Late July may be slow and sultry, but the Institute buzzes with lively swapping of ideas. Participants are deciding on topics for their demonstrations, (presentations based on current practice and extended by research) which will be presented during the final week. I join in their enthusiastic discussion. As a graduate of the Institute, I’m supposed to be providing helpful tips and feedback, but it isn’t long before I have collected several ideas to try in my own classroom. This energetic exchange is the hallmark of the National Writing Project.

THE NATIONAL WRITING PROJECT’S CORE BELEIFS AND PRINCIPLES

The mission of the National Writing Project is to build a network of educators in all disciplines in order to improve the teaching of writing and the education of all students in our nation’s schools. The NWP includes elementary, secondary and college teachers of all disciplines. Founded in 1974, the National Writing Project is comprised of 175 college-based sites in 50 states. The Summer Institute is founded on core beliefs shared by sites around the nation:

• Writing is critical to learning across disciplines and grade levels.
  
• Working as partners, universities, community colleges and schools can improve student writing.
  
• Teachers are the best teachers of teachers.
  
• When teachers are given time to write and reflect on their writing, their practice is enhanced.

THE NWP AT RUTGERS

In 2000, Rutgers University established itself as a site of the National Writing Project. Participants receive a stipend to pay for books and materials. They also register for graduate credit, choosing to earn one, three, or six credits. The course requirements remain the same, but variable credit meets the needs of those teachers who may not receive financial support from their districts. Now, after its sixth year, more than eighty New Jersey educators have completed the Summer Institute and become teacher consultants who continue to promote the core beliefs and principles of the NWP.

IS THIS VACATION?

When asked why she would spend an entire month of her summer at the Institute, Joyce Boley of the Plainfield School District explained, “When I heard about this program, I didn’t think it was crazy at all; I thought it was a very novel idea to look at yourself as a writer in order to teach writing better.”

“The National Writing Project has given me increased confidence to engage my students in meaningful, hands-on literacy development,” says Miriam Kohler-Pogash, a 7th grade language arts teacher from Long Hill Township. “It’s given me more solid ground to engage in what I always thought were best practices.”

The Summer Institute presents an opportunity for educators to work intensively with colleagues in other districts and disciplines. “I’m looking forward to the networking opportunities,” says Lynne Mondello Caggiano, a reading specialist in Rockaway Township. “I’m also working on a book and this gave me the chance to work on my manuscript.” Daily writing time is very important for teachers who may not feel comfortable with evocative writing – that which is creative or personal in nature. “It was a 180° for me,” says Toby Kansagor, a high school teacher in Hillsboro, “I don’t do evocative.” In addition to devoting time to individual writing pursuits, Kim Lanza, a 4th grade language arts teacher in Chatham, says, “Meeting daily in peer response groups reaffirmed my belief in the power of collaboration.”

Anthony Barra, a fellow of the 2005 Summer Institute, confirms that, he is now paying more attention to his biggest ideas. "All the hype was true after all. The SI has been an extraordinary experience, and I do feel different at the end. I know that I'm a better, more secure and confident teacher, and I feel tremendously empowered as a professional. One of my central goals of teaching writing is to find ways to help students develop their own writerly identities and feel like 'insiders' themselves.”

RESEARCH HAS ITS REWARDS

NWP participants are invited to explore topics that will improve the teaching of writing in their classrooms. For some, that means reflecting on current practice and identifying an area for improvement. Seventh grade teacher Natalie DeStio of Watchung has looked at ways to incorporate technology in her writing instruction.

For other educators, the Institute offers an opportunity to further develop a concept or strategy that is already working. Such is the case for Joseph Conroy, who teaches sixth grade literature, reading and social studies at Washington Township School in Mercer County. Since his debate unit has already proven successful, he has explored skill-building strategies for listening that will enable his students to construct richer, more complex arguments before they take part in class debate.

As Gwen Cerasoli points out, “At the Summer Institute, you literally fall in love with your cohorts because you struggle together.” That struggle results in rich collaborations and careful explorations of topics in the field of writing instruction. Participants of the Summer Institute have chosen demonstration topics such as:

• Storytelling as a Gateway to Narrative Writing
  
• Genocide Education: Writing as a Tool for Enhancing Empathy
  
• Stepping Up to the Test: A How-to Session
  
• Creating a Research Friendly Environment in the Classroom
  
• Using SMART Technology for Writing Instruction
  
• Using Attribution Theory to Improve Student Learning
  
• Using a Reading Strategies Journal to Assess Comprehension
  
• Supporting the Thinking and Academic Writing Skills of ESL Students

NEW IDEAS IN THE CLASSROOM … AND BEYOND

Cassandra Dorn of Red Bank High School is quick to point out the immediate benefits of the Summer Institute, “Each day I get several new ideas that I’ll take to my classroom. I can’t wait to start school again. In this program there’s not a separation between what I’m doing for a living and what I’m doing at the Institute. They’re so intertwined – from the assignments, to the discussions, to the books we’re reading. One of the things that is really sticking with me is something Michael Smith (professor of literacy education and former NWP site director) said in his presentation last week and that is: ‘What’s the heart of the matter?’ So as I think about next year, I keep asking myself, What is my ultimate goal?”

Participants depart from the Summer Institute with abundant energy and ideas for their classrooms, but their relationship with the NWP need not stop there. The National Writing Project holds high expectations of its teacher consultants. Continued participation in NWP events is encouraged, as is ongoing reflection and rediscovery of what it means to be a writer and a teacher of writing. Teacher consultants are invited to share their demonstrations each February at the NWP’s Mid-winter Conference and present workshops and inservice programs at schools around the state.

Sara Bauer instructs American Literatre and Creative Writing at Morris Hills High School in Rockaway, New Jersey. She has earned an M.F.A. in poetry at Fairleigh Dickinson University. Her writing has appeared in several journals, including Red Owl, The Sow’s Ear Poetry Review, and Whiskey Island Magazine.