For the 2016-17 school year, teacher consultants from the Chippewa River Writing Project have been involved in the national scale-up of the College-Ready Writers Program. This is the first in a series of posts about our experiences implementing this powerful program.
The Chippewa River Writing Project will host an open institute from June 19-23 for any teachers in grades 6-12 who would like to learn how to implement the College-Ready Writers Program in their classes. The $100 registration fee includes three days with a continental breakfast and boxed lunch, as well as a copy of Joseph Harris’s book, Rewriting: How to Do Things with Texts. All sessions will be facilitated by K-12 teacher consultants affiliated with the Chippewa River Writing Project. Learn more here.
The College-Ready Writers Program
In 2012, the National Writing Project was awarded an Investing in Innovation grant to provide professional development to teachers in rural schools in ten states. The PD was designed with an end in mind of improving students’ college- and career-ready writing. The initial launch of the program yielded significant improvements in student writing. In 2015, SRI International, an independent, nonprofit research center, reported that students in the districts where the College-Ready Writers Program had been implemented outperformed students in control districts on four attributes of their writing: content, structure, stance, and conventions. In 2016, then, the National Writing Project decided to scale up the College-Ready Writers Program to 50 new sites for the 2016-17 school year. The Chippewa River Writing Project was selected to be one of those sites.
Components of the College-Ready Writers Program
Routine Argument Writing
The College-Ready Writers Program is built upon some core principles and shifts in thinking about the teaching of argument writing. First, teachers are taught to meet students where they are in implementing routine argument writing activities that help students redefine argument and recognize the ways in which they encounter arguments every day. For example, an early lesson in routine argument writing asks students to record a daily agenda for themselves starting with when they awake and proceeding through all of the activities of their day. Students then look at their daily schedule and ask themselves where in the day they might find something to argue, coding those times with an A. Teachers model the process for students in their own daily schedule. Here is a portion of my daily schedule that I modeled for students on the document camera during this activity. Continue reading