The SAT on-demand essay, as anyone who has prepped students for taking it knows, is a 50-minute written rhetorical analysis of a non-fiction article. This rhetorical analysis is the final test in the SAT exam – when students are already drained and hungry. Last year, when I prepped my students, I focused on Aristotle’s appeals of persuasion – logos, ethos, and pathos – to look for in the article they were to analyze. This year, I improved the SAT practice opportunities by combining Aristotle’s appeals with the Harris moves from the C3WP, and the outcome, I believe, will be a better SAT essay from the students.Continue reading From the College, Career, and Community Writers Program to the SAT Essay: A Simple Step→
On August 25, the Chippewa River Writing Project welcomed Gerald Graff and Cathy Birkenstein — authors of They Say, I Say: The Moves That Matter in Academic Writing — to Central Michigan University. During the morning, they led a roundtable discussion of approximately twenty-five CMU graduate assistants and writing/writing intensive faculty. After lunch, they led a similar roundtable for approximately fifteen teachers 6-12 who represented school districts across the lower peninsula. From 3:30 – 5:00, Graff & Birkenstein gave a public talk in French Auditorium of the EHS Building, followed by an informal reception.
What follows is Liz Brockman’s introduction to Graff and Birkenstein’s public talk:
My name is Elizabeth Brockman, and I’m an English professor here at Central Michigan University and a founding co-director of the Chippewa River Writing Project. On behalf of the writing project, I’d like to begin by thanking our partners in the sponsorship of today’s event: the CMU Writing Center, the College of Humanities and Social & Behavioral Sciences, the College of Education and Human Services, and the Center for Excellence in Teaching and Learning.Continue reading A Visit with Gerald Graff and Cathy Birkenstein→
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 The College-Ready Writers Program at the Chippewa River Writing Project→
I was reminded again this past summer that Michigan is truly one of the most beautiful places on this planet …
At the beginning of the 2015-2016 school year, a unique opportunity was presented to my science colleague Jeremy Winsor and me to apply for a week-long science literacy professional development at the Central Michigan University Biological Center located on Beaver Island, Michigan. The event was led by the Center for Excellence in STEM Education and the Chippewa River Writing Project. Several schools from the middle of the state were represented by a team of teachers looking to improve the relationship between science and literacy within their school districts. It was a week promising instruction on how to implement reading and writing strategies into the already complex subject of science.
Fast forward several months to August, and my colleague and I were watching the waves crash on the side of the Beaver Island Ferry while we crossed Lake Michigan along with colleagues from other schools. Schools included: Fulton, Central Montcalm, St. Louis, Carlton, Saginaw Township, and Bridgeport. Though all of us had a basic idea of what we were about to do for the week, we weren’t prepared to begin what would be one of the best professional development experiences of our teaching careers.Continue reading The Beaver Island Institute 2016→
I shared my writing with my students and it was really powerful.
I know what you’re thinking:
Of course it was.
We all know this.
We know that we should write with our students, model for our students, share with our students.
But, I know that we don’t. Or, at least, I know that I don’t.
I have 5 preps. I have 150+ students. I am so far behind in grading, I would lose credit in my own class if I was one of my students.
When my students write, I am circling the room like a trapped bat, trying to simultaneously rescue introductory paragraphs from rhetorical question soft starts, shut down copied theses from Sparknotes, encourage students to find the balance between looking for their playlist and taking the entire class period to create their playlist, squelch the Snapchat selfie parade, and answer “how long does this have to be?” 14,535 times. When my students write, I am too busy desperately trying to do my job to write with them.