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Book Review: Onward: 16 Climate Fiction Short Stories to Inspire Hope

Review by Janice Ewing

For several years, the West Chester Writing Project has run a social justice study group. The group has taken different forms, but we have always turned to shared readings as a focus for our discussions. This summer, we decided to read Onward: 16 Climate Fiction Stories to Inspire Hope, edited by Nora Shalaway Carpenter. We chose this text for a few reasons.


First, we’re increasingly aware of the role of climate change in our lives. We are inundated with news of catastrophic events that are becoming more the norm than the exception. At the same time, we see the variability of reactions to the issue, from support for scientific research and adjustments to our personal and communal lives, to denial and enactment of policies that exacerbate the problem. Perhaps most concerning is the sense of hopelessness that can spread, especially among young people, when they see climate-related disasters unfold before their eyes. The stories in this book don’t shy away from the harsh realities of water shortages, fires, and floods, but they all contain young adult characters who exhibit agency, creativity, and persistence in the midst of extreme conditions. To me, this was the essence of “hope” in this collection – not that we don’t face enormous challenges, but that our individual and collective actions can still make a difference.


The stories are all fictional, but they include realistic fiction, science-fiction, dystopian, and other genres; individual readers will connect more with some than others, but the variety is an additional strength of the book. For example, in “The Care and Feeding of Mother” by Erin Entrada Kelly, a seventeen year old girl harbors a secret – she has a real plant on a futuristic planet in which nature as we know it has been destroyed. Can she nurture it and spread its roots? In “A Trashy Love Story” by Sara Aronson, the teenage daughter of a rabbi is caught shoplifting. As part of her atonement, she reluctantly joins a community environmental group and finds an unexpected sense of purpose in her life. In Nora Shalaway Carpenter’s “Armadillo by Morning,” a group of teenage friends in North Carolina find their relationships tested when issues of climate change, respect for nature, and economic hardships collide over the sudden appearance of an armadillo.


This element of variety within a common theme was another one of our reasons for choosing this book for summer reading. Our thinking was that it would lend itself to each member sharing a story that especially resonated with them, whether because of subject matter, characterization, or writing style. This same strategy could be adapted by other groups of teachers and students. In addition, the stories in the collection could serve as models for students writing their own climate-related fiction and perhaps creating a class anthology.


If you are interested in our social justice group, please check the West Chester Writing Project website for more information. All are welcome!

Carpenter, Nora Shalaway. (2026). Onward: 16 climate fiction stories to inspire hope.
Charlesbridge, MA

Janice Ewing is a 2004 fellow of the West Chester Writing Project (the Pennsylvania Writing and Literature Project at that time) and a current member of the advisory board. Her interests include teacher inquiry, collaboration, and mentoring. She and Dr. Mary Buckelew, are the coauthors of Action Research for English Language Arts Teachers: Invitation to Inquiry (Routledge, 2019).

WCWP Summer Camp!

What an incredible summer we had at Young Writers Young Readers! Our campers filled the weeks with creativity, imagination, and unforgettable memories, making this one of our most successful summer camps yet.

One of the biggest highlights was our Camp Carnival, where campers enjoyed exciting games, laughter, and plenty of opportunities to celebrate all of their hard work throughout the summer. We also loved seeing everyone’s creativity shine during Tie-Dye Day, as campers designed colorful shirts that captured the fun and spirit of camp.

We were also thrilled to welcome Looker Books, giving families the opportunity to browse and purchase fantastic books to inspire young readers and writers long after camp ended. It was wonderful to see campers leave with new stories to enjoy at home.

Thank you to all of our campers, families, staff, and supporters who made this summer such a tremendous success. Your enthusiasm, creativity, and love of storytelling are what make our camp so special!

Looking Ahead: Summer Camp 2026–2027

The excitement doesn’t stop here! We’re already preparing for our 2026–2027 Summer Camp, and we can’t wait to reveal our brand-new theme: Broadway!

Get ready for a summer filled with show-stopping stories, dramatic adventures, creative writing, theater-inspired activities, and plenty of opportunities to let your imagination take center stage.

Before summer arrives, be sure to join us for our first event of the 2026–2027 year:

Camp Reunion: Sea Adventure

Reconnect with your camp friends as we set sail on an unforgettable adventure featuring a unique blend of:

  • Dungeons & Dragons-inspired roleplaying
  • Choose Your Own Adventure storytelling
  • Creative writing
  • Hands-on crafts

It’s the perfect way to kick off another exciting year of imagination, creativity, and fun!

Be sure to follow @WCWP_YWYR on social media to stay up to date on camp announcements, upcoming events, registration information, and all the exciting adventures we have planned. We can’t wait to see familiar faces and welcome new campers for another unforgettable year!


Bobby Rea is an ESL teacher at Penn’s Grove Middle School in the Oxford Area School District. He is also the Youth Director for the West Chester Writing Project.

Demo Lesson – Using Museums to Compare Nonfiction Texts

As we gear up for a new school year and classrooms begin to buzz with the energy of back-to-school in-service days, I’m excited to share the final lesson demo from this summer’s West Chester Writing Project Summer Institute. This lesson, created by Abby Boquist, invites students to use museum exhibits and artifacts as nonfiction texts, encouraging them to compare perspectives, analyze multimodal sources, and think critically about how information is presented. It’s the perfect reminder that meaningful literacy experiences can extend far beyond the pages of a book—and a timely dose of inspiration as we begin imagining the possibilities for the year ahead.

And stay tuned to the West Chester Writing Project for an exciting opportunity this year! Through a Library of Congress grant, teachers will have the chance to visit local museums and develop primary source-based lessons to bring back to their classrooms. More details coming soon!


Abby Boquist is an 8th-grade English teacher at Charles F. Patton Middle School in Unionville-Chadds Ford School District. She is also pursuing her Masters in English on the Writing, Teaching, & Criticism track at West Chester University. If she’s not visiting a museum, she is probably writing about a museum, talking about a museum, or figuring out how to incorporate museums into her teaching.

Demo Lesson – Reading and Writing Memoirs

This second lesson demo builds on the spirit of the first by inviting students to explore the stories that shape who they are. Colin Kirk’s presentation on reading and writing memoirs highlights the power of personal narrative as a tool for reflection, connection, and growth. Through mentor texts, thoughtful prewriting strategies, and opportunities for authentic writing, students are encouraged to uncover meaningful moments in their lives and transform them into compelling memoirs. It’s a wonderful reminder that every student has a story worth telling—and that memoir writing can help foster both strong writers and a supportive classroom community.


Colin Kirk currently teaches 6th grade ELA at Charles F. Patton Middle School in the Unionville-Chadds Ford School District. He earned his B.S.Ed, M.Ed, Reading Specialist Certification, and Educational Technology Certificate through West Chester University of Pennsylvania.

Demo Lesson: Teaching With Primary Sources

As we count down the final weeks of summer and prepare for a new school year, I’m excited to share a series of lesson demonstrations created by participants in the West Chester Writing Project Summer Institute. Over the next three weeks, I’ll feature one lesson each week that showcases engaging, classroom-ready strategies developed and presented by teacher participants.

The West Chester Writing Project Summer Institute is a three-week professional learning experience focused on the teaching of writing. Participants earn six graduate credits through West Chester University while collaborating with experienced educators to examine classroom practices, explore current research, and strengthen their teaching through the Project’s teachers-teaching-teachers model. Teachers who complete the Institute are also eligible to participate in WCWP’s youth programs and provide professional development opportunities in local schools.

Our first featured lesson, Teaching with Primary Sources by Subarna Basu, demonstrates how primary sources can be used to promote inquiry, critical thinking, and writing. The lesson introduces strategies such as guided questions, the Question Formulation Technique (QFT), and the Zoom-In strategy to help students closely observe, question, and reflect on what they see. We hope these lessons inspire ideas you can bring into your own classroom this school year.


Subarna is an aspiring scholar and an Adjunct Professor in Early Childhood Education. She recently graduated with her Ed.D. in Curriculum and Instruction from West Chester University. Her research examines kindergarten teachers’ perceptions on implementing purposeful play for children’s academic and developmental learning. Subarna also earned her M.Ed. in Early Childhood Education from West Chester University. She has been a preschool and pre-K teacher and an ECE lecturer in the UK and the US. She has also been a Graduate Assistant for the West Chester Writing Project for 3 years and a co-investigator for the Library of Congress Grant on Teaching with Primary Sources. Subarna loves traveling, crafting, and cooking and lives with her husband Raj and their son Tim.

Book Review: The Confidence to Write

Overview

Writer’s Block. Imposter syndrome. Fear of simply being perceived as a writer. The roller coaster of emotions that can spiral through all students, teachers, and writers alike are unpacked authentically in Liz Prather’s third book, The Confidence to Write: A Guide for Overcoming Fear and Developing Identity as a Writer. Throughout, she pulls from her personal experience as a high school creative writing teacher in a gifted program at Lafayette High School in Lexington, Kentucky. 

While many pedagogical books approach writing in a way that seems methodical, what I appreciated most about this book is the colloquial voice that Prather took when writing it. This book felt less like a “how to” from an expert, and more like a conversation between teachers of writing. In it, she unpacks her own personal fears as a writer and teacher of writing, and offers a plethora of tools, metawrites, and techniques to try out in your classroom to help students grow as writers. 

Big Ideas 

While highlighting the importance of writing overall, Prather clearly defines writing identity with precision and unpacks the fears of being vulnerable as a writer. Throughout the book, overcoming the fears that accompany writing, discussing healthy modes of communication, and understanding where procrastination and perfectionism stem from within a writer are unpacked. In this, she discusses how a writer’s self identity and social identity both influence and feed into the formulation of one’s writing identity. Since writing is such a personal and vulnerable experience, writing identity has to be closely defined and developed by the writer’s experiences themself. 

Pedagogical Tools

This book is constantly acting as an applicable tool for the writing teacher. Whether it’s presenting techniques to break down student walls and apprehensiveness toward writing, connecting with students, building up their writing autonomy, and so forth, Prather gives a litany of resources for teachers. Something as simple and applicable as her metawrites that have students reflect on themselves as a writer while actively engaging in the writing practice is something that all educators can easily adapt into their classroom practices. Establishing routines for writers and bringing to light the overarching anxieties that come with writing so that students don’t feel alone and are willing to challenge themselves are constantly put into practice throughout this book. Overall, one thing stood out: for a writing teacher to be effective, they have to be authentic and vulnerable with their students as well. 

Throughout the entire book, Prather provides a wide range of resources for teachers to pull and immediately embed into their lessons when appropriate. Her metawrite prompts and anchor charts are embedded throughout all chapters, varying based on the general goal or focus for writing itself. The metawrites are constructed in such a way that it pushes students as writers, while also making them aware of their own writing habits and purpose as a writer. All of the metawrites brought higher-level thinking to the writing process as a whole for students in a way that was attainable for a wide range of ages. 

Recommended! 

Personally, as a middle school writing teacher, I found this book to be both comforting and helpful. I saw many of the anchor charts and metawrite prompts as tools that I could immediately incorporate into my own classroom. For the metawrite prompts in particular, they felt attainable for a wide range of ages and ability levels while still reaping the full span of benefits. For my seventh graders, these prompts felt very attainable, but I could see the same prompts being applied to a high school English classroom and continuing to bring an awareness and new depth of understanding of the process of writing itself to all students. I especially liked the way the prompts pushed students’ writing abilities, while also making them aware of their own choices and thought processes as a writer. 

The same struggles I face everyday as a writing teacher, and the struggles that I watch my students face every day were brought to light and were normalized. I think as teachers, we strive for perfectionism with our students out of love, but that puts an incredible weight on our own shoulders. I think this book is a great resource and tool for all writing teachers to see easy ways that they can debunk writing anxieties for students, while also providing themselves with tools and the realization that their experiences are universal when teaching and writing in the classroom. 


Lauren Durante is a seventh grade writing teacher in the Avon Grove School District and a graduate student at West Chester University.