Resolutions
Themed Journal Issues
Reimagining Writers and Writing
Language Arts, March 2018
Teachers Who Write (as Teachers of Writers)
Voices from the Middle, December 2017
Writing Matters
Voices from the Middle, December 2015
Composing and Creating Writing in Classrooms
Talking Points, October 2017
Writing Is Power: Helping Students Craft Their Wor(l)ds
English Journal, January 2018
Books
Strategic Writing: The Writing Process and Beyond in the Secondary English Classroom, 2nd Edition 
by Deborah Dean
For this revised edition, Dean worked with high school teachers to refine, reorganize, and update the material to better support classroom teachers dedicated to teaching not just the process of writing but also the strategies that help students learn to write effectively throughout their lives.
Read the first chapter from this book.
Check out her post for the NCTE blog, “Becoming Strategic Writers—and Teachers of Strategic Writing.”
Becoming Writers in the Elementary Classroom: Visions and Decisions by Katie Van Sluys
In this book from the Principles in Practice Imprint, Van Sluys demonstrates how to (re)claim our professional practice to ensure that young people have the opportunity to become competent, constantly growing writers who use writing to think, communicate, and pose as well as solve problems.
Read the sample chapter, “Writers for Today and Tomorrow’s World.”
Listen to author Katie Van Sluys talk about her book with imprint editor Cathy Fleischer.
Articles on Teaching Writing
“Deserting the Narrative Line: Teaching the Braided Form”
Teaching English in the Two-Year College, December 2014
This essay describes an approach to teaching the braided essay, highlighting the rewards and difficulties.
“Writing 2.0: How English Teachers Conceptualize Writing with Digital Technologies”
English Education, October 2016
This article examines how a group of secondary English teachers conceptualized writing process pedagogy and digital tool use after a week-long professional development program.
“Cloud-Based Tools for Teaching Writing as a Process”
English Leadership Quarterly, April 2016
The author provides readers with resources to enrich writing instruction but also underscores the importance of being intentional about the choices we make for our students.
“The Good Writer: Virtue Ethics and the Teaching of Writing”
College English, January 2017
The author argues that the tradition of the virtues has much to offer teachers and students and can clarify what it means, in an ethical sense, to be a “good writer” in a skeptical, postmodern moment.
“Writing as Relationship”
English Journal, January 2016
This article examines relationships in the writing process and offers some strategies to address student needs on both the cognitive and affective domains.
“Slay the Monster! Replacing Form-First Pedagogy with Effective Writing Instruction”
English Journal, July 2016
This article provides concrete suggestions for teaching purpose, audience, context; invention strategies; text structures; genres; revision; and writer’s craft.
“Guide on the Side: Collaboratively Writing and Revising with Students”
Voices from the Middle, December 2017
The authors contend that by writing alongside students educators have the opportunity to serve as mentors for all stages of the writing process, especially during revision.
“Designing Writing Instruction that Matters”
Voices from the Middle, December 2015
In this article the authors present two tools teachers have been using to ensure their writing instruction is balanced, engaging, and authentic.
“Fostering ‘Good’ Writers: Making Writing Meaningful”
Voices from the Middle, May 2016
In order to address the misconception that “good” writing equals errorfree writing, this article reports the need for students to create meaningful works of writing.
“‘Everybody Have Their Own Ways of Talking’: Designing Writing Instruction That Honors Linguistic Diversity”
Voices from the Middle, March 2017
The author describes instruction that was specifically designed to align with the concepts of code-meshing and constructivism.
“Because Writing Is Never Just Writing: 2017 CCCC Chair’s Address”
College Composition and Communication, December 2017
“Our research, our teaching, our discussions of what we do and why we do it are suffused with illustrations of how writing is never just writing.” —Linda Adler-Kassner
Review: ”Teaching Writing in the 21st Century: Composition Methodologies, Reading, and Transfer”
College English, March 2016
The five books reviewed call for care in understanding students and the many ways that they are positioned in the world and for more attention to reading pedagogy in conjunction with writing.
“Resources Preservice Teachers Use to Think about Student Writing”
Research in the Teaching of English, August 2016
This article identifies five categories of resources that preservice teachers drew on as they considered student writing and planned their own approaches to assessing and teaching writing.
“Writing to Change the World: Teaching Social Justice through Writer’s Workshop”
Language Arts, November 2017
Lily Diamond, 2016 winner of the Donald H. Graves Award for Excellence in the Teaching of Writing, discusses ways in which she integrates issues of social justice during writer’s workshop.
Reframing Readiness: “The Framework for Success as Writing Comprehension”
English Journal, July 2017
This column highlights examples of the values espoused by the Framework for Success in Postsecondary Writing and aims to increase understanding of this statement, advocating for its rich conception of writing.
Writing-Related Professional Development
Perspectives on Practice: “Writing as Teachers: The Power of Place”
Language Arts, March 2017
Places can be powerful catalysts for writing, inviting us to explore and understand our individual and collective relationships with one another and the world.
“Looking Back to Look Forward: The Transformative Power of Ongoing, Collaborative, Teacher-Driven Professional Development”
Voices from the Middle, September 2017
Collectively, teachers have the power to leverage their voices and empower their students. They must continue to expand and enhance their skills by demanding professional development.
“More Than Skin Deep: Professional Development that Transforms Teachers”
Voices from the Middle, December 2015
In this article, four teachers of various levels of instruction share what makes the National Writing Project summer institute experience so valuable to them in their teaching lives and in the lives of their student writers.
“Take Time to Write!: A Teacher’s Story of Writing within a Community of Teacher Writers”
English Leadership Quarterly, October 2017
The authors explore the questions of whether and how ELA teachers can or even should add writing to their skill sets by following a teacher as she participates in a National Writing Project Advanced Summer Institute.
“Transforming Instruction: How Collaborative Professional Development Changed the Teaching of Argumentative Writing”
English Leadership Quarterly, October 2015
This article explores questions about how to create meaningful PD experience related to the effective teaching of argumentative writing.
NEW VOICES: “Where Early-Career Educators Learn to Teach Writing”
Voices from the Middle, December 2017
In this column, we meet three early career educators who are finding strength and possibility in the teaching of writing through mentorship, reflection, and writing alongside their students.
“Writing 2.0: How English Teachers Conceptualize Writing with Digital Technologies”
English Education, October 2016
This article examines how a group of secondary English teachers conceptualized writing process pedagogy and digital tool use after a week-long professional development program.
“Teacher Empowerment through Partnerships: A Sustaining Model of Professional Development”
English Journal, March 2018
This article describes a state-level partnership with the goal of empowering teacher leaders to implement a professional learning project at their individual schools.
“Developing Readers and Writers with a Districtwide Literacy Strategy Set”
English Journal, March 2018
This article describes an approach to professional development that capitalized on investments in expertise among English language arts teachers to support literacy across the district.
“Global Leaders’ Views on the Teaching of Writing”
English Journal, March 2018
Leaders have the opportunity to inspire, to motivate, and to make a positive difference in the lives of teachers and adolescents. This article focuses on international literacy leaders and their views of the teaching of writing.
Webinars
Becoming Strategic Teachers, Teaching Strategic Writers
In this interactive session, teacher and author Debbie Dean will help participants enhance their writing instruction by considering process as a strategy and genre as an approach to teaching writing.
Write This Way: How Modeling Transforms the Writing Classroom
Modeling is one of the most effective of all teaching strategies, and yet many teachers overlook this powerful tool in writing instruction.
Revision: How to Teach it, Learn it, Love it!
In this Web Seminar, Barry Lane focuses on tools to aid revision including growing leads from questions, digging for details using binoculars, and more.