“There is no right way—or place—to write. Similarly, there is no single right way to teach writing; effective writing instruction depends on the unique needs of each learner. In theory, this is a relatively easy idea to get behind. But in a traditional classroom setting, turning this idea into practice can be a challenge.” Keep reading in EdSurge »

What Superintendent Moran has to say: The National Writing Project just completed its 2017 National Day on Writing challenge to create a post about personal writing and share it using the hashtag #WhyIWrite. I am always amazed at the variety of topics that English Language Arts Educators, authors, and others share annually. The challenge of engaging students in writing that pushes them to develop their own personal mastery of writing cogently and skillfully is one that can feel frustrating when students appear to write only from compliance versus finding value for learning to communicate with purpose and authentic voice. This post in EdSurge addresses three principles that support personalization of the writing process. If using these principles leads to students who see writing as important and of use to them, it’s a win for them and the audiences they influence with their writing.