New York City Writing Project
(Funders: National Writing Project, Institute for Literacy Studies)

This study examines the degree to which the NYCWP’s involvement with teachers and administrators in two schools contributed to the emergence of a writing-intensive school environment. A mixed-methods approach to data collection and analysis was employed in these noncomparative case studies. The case studies illustrate how differences in school culture and structure shaped the NYCWP’s ways of working, which in turn led to different levels of success in developing opportunities for students to engage in learning through varied and meaningful forms of writing throughout the school day. 

Findings suggest that a consistent focus on literacy development across content areas (curricular cohesiveness) cannot be achieved in the absence of a mature professional community. Furthermore, a mature professional community will continue to benefit from professional development aimed at sustaining and enhancing an environment with a high degree of writing intensity, which ultimately affects both teacher practice and student learning outcomes.

Related activity:

  • Carhill, A. & Campos, A. with N. Mintz & M. Wolfe (2011). The development of writing-intensive school environments over time. Berkeley, CA:  National Writing Project.
  • Peach, R. & Campos, A. (2010, May). Improving literacy across the curriculum: Developing a writing-intensive school. Paper presented at American Educational Research Association’s annual meeting, Denver, CO.