Hosted by the School of Education at the University of North Carolina Greensboro
About Gate City Writes
Gate City Writes is a four day conference for classroom teachers, school administrators, and curriculum specialists of all levels and content areas who are dedicated to learning more about successful teaching practices related to writing.
The goals of the workshop are to:
Create a collaborative learning environment in which educators of multiple grade levels and disciplines explore the teaching of writing with support from UNCG faculty.
Engage in the writing process with emphasis on research-based instructional practices, particularly incorporation of digital media tools and strategies for raising English Language Learners’ writing proficiency.
Try out teaching of writing practices with young writers in a camp setting.
Write and publish an occasional paper
Tailor instruction to the three primary forms of informational writing: exposition, argumentation, and persuasion
Align a written text’s form with its purpose, audience and topic
Support students at each stage of the informational writing process: research/analysis, planning, drafting, revising, and publishing
Support students in using digital media tools at each stage of the writing process
Apply specific strategies to enhance writing proficiency of English Language Learners
Design and implement strengths-based assessment of student writing
Facilitate teacher-to-student, student-to-student, and teacher-to-teacher conversations regarding analysis, evaluation, and feedback on written products
Develop and share a resource file of exemplars and instructional materials for teaching, supporting, and evaluating writing
In alignment with the National Writing Project, we believe
Writing is learned primarily through acts of writing, and by engaging in problem-solving through the writing process and from the study of mentor texts.
Writing can and should be taught, not just assigned, at every grade level. Professional development programs should provide opportunities for teachers to work together to understand the full spectrum of writing development across grades and across subject areas.
There is no single right approach to teaching writing; however, some practices prove to be more effective than others. A reflective and informed community of practice is the best position to design and develop comprehensive writing programs.