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Posts from the ‘Research and Inquiry’ Category

Jun 26

Research and Reflections on Building a High School Writing Center

Throughout the past year, I had the opportunity to work alongside two truly brilliant educators to research, reflect, and write about one of the projects I’m most proud to be part of: bringing a university-supported writing center into our high school. This program is a collaborative effort between classroom teachers, university faculty, and preservice teachers, all centered around one simple belief – every student deserves an authentic audience and meaningful support as a writer.

The article shares how the program came to life, what we learned along the way, and why partnerships like these can make such a difference for both high school students and future teachers. In the introduction, we explain, “This case study matters because it outlines the importance of school-university partnerships, while it also offers insight into how school-university partnerships can evolve over time to better support preservice teacher development, secondary writing instruction, and cross-institutional collaboration.” Building community through writing has always been at the heart of my instruction, and this research is a reminder that some of the best learning happens when classrooms extend beyond their own four walls.

The above image is shared during mentor training and illustrates the various roles and responsibilities pre-service teachers take on through this partnership.

If you’re interested in creating a writing center, partnering with a local university, or simply curious about what this kind of collaboration can look like, I hope you’ll give it a read. You can find the full article here: ‘It’s a Win-Win Situation’— Cultivating University & School Partnerships.

Kelly Virgin is a WCWP teacher leader who teaches high school English for the Kennett Consolidated School District.

Aug 5

3 Comments

Book Review: Oh, Yeah?! Putting Arguments to Work Both in School and Out by Amy Ahart

As part of an independent book study for the Reading and Writing Argumentative Texts course, Amy Ahart created the following flyer. The advertisement highlights key parts of the book that directly affect English instruction.

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After checking out some of the key concepts in this book, what do you want to learn more about? What are some of your go-to professional texts for teaching argument writing?

May 31

1 Comment

Snorkeling and Scuba Diving in an Undergraduate General Education Literature Course: Diving into the Educational Theory Behind “Next” Practices*

 by Mary Buckelew

Student Voices
“Before choosing The Glorious Heresies by Lisa McInerney for my self-selected book, I figured that I’d be reading aesthetically as I wanted to read for entertainment.  After reading, I can say I read mostly with an aesthetic lens, but I did read efferently at times to soak in new information regarding my major.” (Ethan, undergraduate criminal justice major)

“I wish I’d known about the different stances of reading long before this, and I wish my high school teachers hadn’t focused solely on the efferent aspects of reading and books. I only read books in high school to pass tests, write required papers, and other test oriented stuff . . . I don’t think my teachers knew that the aesthetic stance existed. Even summer reading was always selected for us and then we were tested – efferent all the way.” (Sarah, undergraduate biology pre-med major)

“I now like to think about how I am reading, why I am reading, and I even apply efferent and aesthetic to other classes and life in general.” (“Honest Anonymous Feedback” from the end of the semester evaluations, Lit. 165 2:00)

Sarah, Ethan, and the anonymous student were enrolled in my Literature 165 classes this past spring semester. They shared these ideas in their final reflections and in final evaluations. 

Read more

Oct 24

2 Comments

Guest Post: Is reabhloideach mise.

by Meg Clementi

b4ce9c74625bfa28595da719e6f32686.jpg-2.gifIs reabhloideach mise.  I am a revolutionary.

As a math teacher, I am questioned by peers as to why I have my students write.  What is
my purpose in asking students to explain their thinking?  Why have I attended conferences, courses and programs whose attendees are comprised of 99% English teachers and Elementary reading and writing teachers?  I stand at the edges, accepting the shaken heads and wonderings of my peers.


Is reabhloideach mise.  I am a revolutionary.

I have my students write because their ability to explain their thinking is important to me.   Their ability to justify their processes and answers is critical.  Their depth of knowledge is essential.  My students write because as their teacher, I demand this level of participation, performance and comprehension from them.  I am not satisfied with them simply renting knowledge and discarding what they have learned as they place their hands on the doorknob and walk out of my classroom for the last time.  I want them to own knowledge.

Is reabhloideach mise.  I am a revolutionary. Read more

Aug 5

6 Comments

Obituary of a Teacher-as-Examiner: Notes from the Summer Writing Institute

The Pennsylvania Writing and Literature Project (PAWLP) is a regional site of the National Writing Project (NWP), whose goal is to improve writing and learning in the nation’s schools. Each year, PAWLP and Writing Projects across the nation invite experienced, talented educators to study literacy development and the teaching of writing in a relaxed, collegial atmosphere. Institutes support teachers as readers, writers, and as researchers of their own literacy practices. Institute participants have ample opportunity to read and write and to reflect on their experiences as readers and writers. The Institute functions at various times as a seminar, workshop, and laboratory. A reflective inquiry stance allows participants to define, refine, and revise their thinking. Below, 2015 PAWLP Institute Fellow Jason Fritz shares excerpts from his Institute multigenre inquiry project: “Students’ Perceptions of Writing” Fiction Piece: Obituary of the Teacher-As-Examiner Role.

“Even with the changes that have taken place over time, however, the large majority of the writing students do is still to the teacher-as-examiner” (Applebee & Langer 2011).

Obituary of the Teacher-As-Examiner, 37

Teacher-As-Examiner died suddenly on Thursday, July 16, 2015 at the Front of the Classroom due to complications following an intensive three-week PAWLP Summer Institute where he continuously took an inquiry stance. He was 37. Read more

Sep 7

It’s our Blogiversary! Highlights from Our First Year

We are  celebrating the one year anniversary of the PAWLP blog, and what a year it’s been!  To celebrate our one year “blogiversary,” we’ve collected some posts from this past year that may be particularly useful to teachers as a new school year begins.

So in case you missed them, here are a “baker’s dozen” – thirteen blog posts with some practical tips and inspiration. We hope that you enjoy reading our blog and encourage you to comment, ask questions, and share your own experiences. We would love to hear from you! Read more

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