TWP (Tidewater Writing Project)

ADVANCED SUMMER INSTITUTE

NWP COLLEGE-READY WRITERS PROGRAM
Part I (Summer): 4-Day Advanced Institute Launch
Session 1: Explore Creating a Culture of Argument
Advance reading of core readings
Graff and Birkenstein: Introduction from Graff, Gerald and Cathy Birkenstein. They Say/I Say: The
Moves that Matter in Academic Writing. New York: Norton, 2006. Print.
McCann: Chapters 1 & 2 from McCann, Thomas M. Transforming Talk into Text. New York:
Teachers College Press, 2014. Print.

Morning (912)
Writing into the Advanced Institute
Pose, Wobble, Flow selection: Introduction (pages 1-8)
Writing Prompt:
Write about a time in your practice when you experienced wobble. What pose did
you wobble around? What made you wobble? How did it change your practice?

Writing into the Day (day 1): Why

argument? CRWP Cycle of Writing

Afternoon (13)
Discuss readings in small groups and share key points in the whole group using interesting collaborative
learning methods.

Closing reflection
How can we engage teachers and students in relevant public conversations?

Session 2: Elements of Argument: Connecting Evidence to Claims

Advance reading of core readings
Harris: Introduction, Chapters 1-3 from Harris, Joseph. Rewriting: How to Do Things with Texts.
Logan, UT: Utah State University Press. 2006. Print.

Morning (912)
Writing into the Day (day 2)
Focus on using other peoples words: Joseph Harris

Quotations as actions: forwarding and

countering Working with student samples
 Afternoon (13)
Discuss readings in small groups and share key points in the whole group using interesting collaborative
learning methods.
Study Organizing Evidence
Note annotating and the focus on using sources to support the
claim Look at student writing from this unit
Formative Assessment in the CRWP

Closing reflection
What new learning has happened for you? What questions remain?

Session 3: Making an Instructional PlanWhere does CRWP fit?

Goal: 4 cycles of argument writing and 3 uses of the Using Sources Tool (UST) for the year
Advance Reading of core readings
Garcia and ODonnell-Allen: Introduction, Chapters 1-3 from Garcia, Antero and Cindy ODonnell-
Allen. Pose/Wobble/Flow: A Culturally Proactive Approach to Literacy Instruction. New York and
London: Teachers College Press; Berkeley, CA: National Writing Project, 2015. Print.

Morning (912)
Writing into the Day (day 3)
Discuss reading: How can we use the Pose/Wobble/Flow Framework as we work
through planning for and trying out CRWP Materials in our classrooms
Study Mini-Units
What is their design? How do you choose which mini-unit? How does
formative assessment inform mini-unit choices?

Afternoon (13)
Discuss readings in small groups and share key points in the whole group using interesting collaborative
learning methods.

Guiding questions for thinking about mini-units: What are the underlying skills in
the mini-units? Looking across, how would you sequence these units?
Look closely at the Argument Skills column. How might you use the entering skills,
foundational skills, and going deeper skills in instructional planning?
What are grade level considerations?
Work on plans for the year using Planning
Tools: Planning Tools

Plan for which lesson studies to participate

in: Building a text set resource

The TCs will plan monthly classroom activities to start implementing the units at the beginning of the
school year since students need lots of practice to become skilled at argument writing. The TCs will
look carefully at the Creating a Culture of Argument resources and the six mini-units below to select
 their classroom mini-units that will establish a foundation for argument writing and introduce skills
students need to develop arguments:
1. Making Informal Arguments
2. Writing Into the Day
3. Connecting Evidence to Claims
4. Focus on Evidence
5. Organizing Evidence
6. Ranking Evidence

Session 4: Sharing Implementation Plan and Strategies Who and how we will make
sure to implement CRWP?
Goal: Share each TCs implementation plan and strategies for the year
Advance Reading of supplemental articles posted on the CRWP homepage
Tom Foxs Seven Principles of Argument in the CRWP
Skantz-Hodgson, Leslie and Jamilla Jones.Why Argument Writing Is Important to Teach. Middleweb. 20
August 2015.

Morning (912) Writing into the Day (day 4)

Explore how to create a text set
Introduce Using Sources Tool (UST) to be familiar with summative assessment techniques
Practice with Google+ Community

Afternoon (13)
Discuss readings in small groups and share key points in the whole group using interesting collaborative
learning methods.
Share each TCs concrete implementation plan and strategies for the year
Invited speaker - a debate leader in a district will present teaching strategies
Closing speaker - an attorney will give a closing remarks on the last day of the ASI
Potluck celebration

Part II (School Year): Trying out mini-units, looking at student work,

assessing with Using Sources Tool, and planning for professional
development for additional 20 clock hours.

Month Classroom Activities Year Long Advanced Institute

Goal: (1) Teach 4 Cycles of
Argument Writing
(2) Use the Using Sources Tool
three times to look at students work
Our following school year schedule
reflects plans for connecting to national
online learning experiences and lesson
studies.
All participating TCs will select online
learning opportunities that best support
their instructional plan.
September 2017 Launch routine informal and
formal argument writing:
arguments in students lives, in
the world, oral arguments,
arguments in response to text(s)
Teach a mini-unit #1
Post in Google+ Community
October 2017 Routine argument writing: teach
another mini-unit or have students
write an argument piece from one of
the routine argument writing
exercises
Teach a mini-unit #2
Post in Google+ Community
November 2017 Routine argument writing practice in
writers notebooks: arguments in
students lives, arguments in the
world, oral arguments, arguments in
response to text(s).
Teach a mini-unit #3
December 2017 Routine argument writing practice:
arguments in students lives,
arguments in the world, oral
arguments, arguments in response to
text(s)
Teach a mini-unit #4
Post in Google+ community
January 2018 Routine argument writing practice:
arguments in students lives,
arguments in the world, oral
arguments, arguments in response to
text(s)
Implement Extended Research
Arguments and work on revising
at least one piece of writing from
a mini-unit to produce a more
extended argument
Webinar: To learn Using Sources
Tool (UST) Introduction to the
UST
Attend National online event
Session 5 (9am-3pm): After teaching
one of the mini- units in September,
bring samples of student writing to
analyze using the CRWP Using
Sources Tool (UST), discuss the
findings, and plan for next steps in
teaching
Attend National online event
Advanced Institute Mid-Year
Partnership Meeting
The facilitators and director will attend
the fall NWP meeting.
Session 6(9am-3pm): Exploring how
to support students in revising and
writing more extended arguments,
including Extended Research
Arguments
Attend National online event
Session 7 (9am-3pm): Reflect on
previous semesters progress.
Share lessons learned and discuss
how to overcome any challenges.
As needed, revise curriculum and
replan for Spring semesterwhich
mini-units do you plan to do?
Planning for On Demand
Argument Writing
Attend National online event
February 2018 Routine argument writing:
arguments in students lives,
arguments in the world, oral
arguments, arguments in response
to text(s)
Teach a mini-unit #5
March 2018 Routine argument writing:
arguments in students lives,
arguments in the world, oral
arguments, arguments in
response to text(s)
Teach a mini-unit #6
April 2018 Routine argument writing:
arguments in students lives,
arguments in the world, oral
arguments, arguments in response
to text(s)
Implement On Demand Argument
Writing
May 2018 Wrap up exploration of arguments
in students lives, arguments in the
world, oral arguments, arguments in
response to text(s)
Session 8 (9am-3pm): Bring student
samples from another mini-unit or a
piece of argument writing that students
wrote from one of the routine pieces.
Analyze the writing using the UST
(Using Source Tool)
Attend National online event
Post our resources on the shared Google
Drive for professional
development
Attend National online event
Collect and share student
writing samples from
mini-units with NWP
Post our resources on the shared Google
Drive for professional
development
Attend National online event
Post our resources on the shared Google
Drive for professional
development
Attend School-Based
Advanced Institute
Closing Event