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Beyond Strategies: Teacher Practice, Writing Process, and the Influence of Inquiry

By Anne Whitney, Sheridan Blau, Alison Bright, Rosemary Cabe, Tim Dewar, Jason Levin, Roseanne Macias, and Paul Rogers
A key reading, this award-winning research study may serve equally well as the focus for a group studying writing process pedagogy or for teacher leaders developing and leading a professional development program. Based on two contrasting case studies, the overall study provided evidence for…
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Teacher-Writers: Then, Now, and Next

By Robert Yagelski, Anne Elrod Whitney, James Fredricksen, and Troy Hicks
Why should teachers write about their work? What is the evolution of this movement? The authors identify the teacher-writer as an activist, advocate, and knowledge creator. When teachers write and take on these various roles, they assert agency and authority in an age of teacher exclusion…
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Elbow Room: Tweaking Response in the Secondary Classroom

By Anne Marie Liebel
Using Peter Elbow's theory of peer response as described in Writing Without Teachers, Ann Marie Liebel began implementing response groups, providing space for her student writers to lead the way in revision. Central here are the ways she reflected as a teacher/facilitator and the ways she…
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Write Now Teacher Studio

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Where teachers write, share, and talk shop about writing and the teaching of writing

Hosted by the National Writing Project, the Write Now Teacher Studio is an open, online community of educators for educators. It’s a place to write together, examine our teaching, create and refine curricula, and work toward ever more effective and equitable practices to create confident, creative, and critical thinkers and writers in our classrooms and courses.

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