I like to refer to myself as a “professional reader” when I tell people that I am an English Major. What I commonly leave out of the equation is the amount of writing that accompanies, if not equals, the copious amount of reading that awaits me every semester. Writing, like many other skills, is perfected through practice. Writing is critical in the schooling of a student because it is a skill transferrable throughout the disciplines; a skill that is integral to success in several fields, it is not just limited to English.
The National Writing Project (NWP) works as an organization to enhance teacher quality and commitment regarding the reintegration of writing into the curriculum of low-income schools. Elyse Eidman-Aadahl, the executive director of NWP, recently discussed the unfortunate reality that when schools are dubbed as “failing” or “struggling” writing is quickly dismissed from the curriculum to make room for test prep to improve test scores. As made evident through personal experience, being able to answer multiple-choice questions doesn’t transfer directly to success in college and beyond. Eidman-Aadalh and the other panelists made the need to reintegrate writing into the curriculum of these schools imperative, as well as make teachers competent instructors in the field of writing.
Reintegrating writing into the curriculum is one thing, but without effective and quality teachers who can teach students to write well, success will not be obtained. This is where the NWP comes into play, as well as the several devoted individuals across the country who work in tandem with NWP to help teachers optimize their teaching skills and make low-income students gain success through effective writing. Hearing the panelists discuss nationwide initiatives that have helped teachers become more effective at teaching low-income students how to write well and therefore excel across the