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About

Who We Are

We are teachers and writers, uncles and moms, marathoners and bookworms, principals and gardeners … who share a common passion for writing, teaching, and the classroom, grades PreK through college. Since 1997, over three hundred of us from across Maine have experienced the joy and challenge of our Annual Institute at the The University of Maine. During this scholarly program, we wrote and read, discussed and presented…. Who are we?

We are the Maine Writing Project, a site of the National Writing Projectsupported by the UMaine College of Education & Human Development and we work in many different ways to enhance the learning and writing lives of Maine students and teachers.

Our Mission

The National Writing Project focuses the knowledge, expertise, and leadership of our nation’s educators on sustained efforts to improve writing and learning for all learners.

Our Vision

Writing in its many forms is the signature means of communication in the 21st century. The NWP envisions a future where every person is an accomplished writer, engaged learner, and active participant in a digital, interconnected world.

Writing Project Core Principles

  • Teachers at every level—from pre-kindergarten through college—are the agents of reform; universities and schools are ideal partners for investing in that reform through professional development.
  • 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.
  • Knowledge about the teaching of writing comes from many sources: theory and research, the analysis of practice, and the experience of writing. Effective professional development programs provide frequent and ongoing opportunities for teachers to write and to examine theory, research, and practice together systematically.
  • 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 in the best position to design and develop comprehensive writing programs.
  • Teachers who are well informed and effective in their practice can be successful teachers of other teachers as well as partners in educational research, development, and implementation. Collectively, teacher-leaders are our greatest resource for educational reform.

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