by Mary Napoli and Nicole Siffrinn
As Co-directors of the Capital Area Writing Project (CAWP) at Penn State Harrisburg, we asked current and past leaders/fellows to share vignettes about the impact of CAWP on their professional lives. From these reflections, it is clear the fellowship was a transformative process that changed the way they teach writing and see themselves as writers. At a time when teachers are asked to follow scripted programs, we appreciate the space to amplify the voices of our teacher consultants who center choice for students while building writing competence.
Reflection from Jordan Arigo, M.Ed., Reading Specialist, Steelton-Highspire Elementary School. CAWP Co-Director (2023-present)
Becoming a part of the CAWP has truly helped shape who I am as an educator. Throughout my graduate studies, I was given an opportunity to complete my fellowship project to become a CAWP fellow. I originally said “no” to my professors and colleagues because I was apprehensive and did not think I had the time to dedicate to this project. After seeing other colleagues present their inspiring ideas, I knew that I had to complete this fellowship. I wanted to challenge myself. More importantly, I wanted to push my student in the aspect of writing. Within my district, authentic writing experiences are lacking in the primary grades. Many students struggle with writing as a result. I wanted to ensure my first graders were inspired to write through journal writing. Giving my students a meaningful and positive writing experience helped them show their creativity. After seeing my students’ projects on display, some of my coworkers were eager to start writing projects in their classrooms. I am now our district’s reading specialist and am looking forward to advocating for new curriculums that give our students effective and meaningful writing opportunities that will help them be successful. Being a CAWP Co-Director has helped me stay in touch with other educators in surrounding districts and explore ways to improve our students’ writing instruction.
Reflection from Melissa Jones and Kevin Scharlau, CAWP Co-Directors (2015-2022); Melissa Jones, M.Ed. Reading Specialist/Literacy Coach, East Pennsboro School District; Kevin Scharlau, M.Ed., Assistant Principal, Red Mill Elementary School, West Shore School District
Being a part of the Capital Area and National Writing Project has transformed our work with both students and teachers. As Co-Directors of CAWP for seven years, we had the privilege of mentoring, collaborating, leading, and impacting teachers as both writers and teachers of writing. This work in turn helped these teachers’ mentor, collaborate, lead, and impact their students as writers. We had the honor of leading professional development with teachers in a high-needs, urban K-6 school. We established a partnership with this school as part of an inquiry process to determine how to empower teachers to elevate their teaching practices, and in turn strengthen their students’ writing identities. This inquiry served two purposes, one being to improve the quality of writing instruction within the school, and the other being how to establish authentic teacher professional development. The result of this inquiry was more than we could have ever anticipated. Not only did the teachers’ writing and pedagogy improve, but the entire school’s culture around writing instruction shifted. Additionally, this process had a profound effect on us as teacher leaders, culminating in the privilege of presenting our inquiry at NCTE. CAWP/NWP developed us into the writers and teacher-leaders that we both are today.
Reflection from Dr. Lauren Emick, Fourth Grade Teacher, East Pennsboro Area School District
After learning about the National Writing Project (NWP), I immediately searched for a local chapter and was excited to learn about the Capital Area Writing Project (CAWP). Thrilled to learn about an organization that existed to empower educators to deliver excellent writing instruction, I began my journey as an NWP and CAWP Teacher Consultant. One impactful experience that stands out was my first networking event with CAWP, a time of sharing, inspiration, and collaboration. I gathered with teachers at all levels to collectively raise the level of writing instruction for students. Eager to share my presentation, “Organizing Evidence with Elementary Writers: A Lesson Learned from Dissertation Writing,” I hoped to equip educators with strategies to support students in writing opinion/ argumentative texts. While listening to other presentations focused on middle grades, I was inspired to expand my current scope and consider future enrichment opportunities for my high-achieving and gifted students. What may be perceived as a simple networking event, was a hub for sharing, inspiration, and collaboration. The ideas and energy exchanged carried us back to our respective classrooms to implement fresh, innovative ideas with our students.
Reflection from Debbie Myers, M.Ed., Sixth Grade Reading Teacher, Milton Hershey School CAWP Co-Director (2023-present)
The Capital Area Writing Project has been positively impacting my teaching practice since 2009. The backstory: I discovered CAWP when I was asked to specialize as a 6th grade English teacher. At the time, my district was moving to a middle school model. Instead of teaching English Language Arts to just my own twenty-eight students, I would be expected to teach English, with a heavy emphasis on writing, to all eighty-four sixth graders in the building. I was terrified. My college classes had not prepared me to adequately teach that kind of writing. I myself could write. And I could talk to my students about writing. But getting them to take on the role of being a writer? Getting them to develop the habits and skills of reading like a writer to truly embody all it takes to produce a well-crafted piece? No class had taught me to do that. An online “how to teach writing” search brought me to the National Writing Project website, where I discovered a local chapter – CAWP- just an hour away. A phone conversation with the director signaled that I was headed in the right direction. A face-to-face meeting convinced me to submit the fellowship paperwork that week, and I have not looked back since. Because of my learning through the CAWP, my students excelled at writing, growing to love the process, even winning awards, and getting published in books. I am still improving my teaching writing practices today because of the CAWP connections I have made and continue to make. In fact – I just did the math – at least 1,500 students have benefited since I made the decision to join the CAWP in 2009, so I would say that was the best choice I have ever made as an educator.
Mary Napoli and Nicole Siffrinn are both literacy education professors and Co-Directors of the Capital Area Writing Project at Penn State Harrisburg.
Writers Who Care 