The blend of professional readings, other teachers' perspectives on writing, and writing myself has driven home the fact that writing is a process and that we learn from writing. -- Middle School teacher, 1997 Participant
Introduction to new computer programs and creation of web pages were very useful. Time for instruction and the help supplied by technology staff were sufficient; supportive and friendly assistance, not condescending. -- High School teacher, 1997 Participant
I am a stronger teacher of writing and more competent with the use of internet with writing. Additionally, my scope of understanding of writing K-12 has been vastly expanded. It is incredible that we were able to create and post our writing on our own web site. Although I serve on the Technology Committee in my district and regularly offer workshops, this is an accomplishment far beyond my expectations for the four-weeks. -- Elementary School teacher, 1997 Participant
Although I've worked with computers for several years, I've never really understood how/why things happened. All our instruction has been clear and thorough. We were well informed about activities, assignments, and expectations. -- High School teacher, 1996 Participant
I have been most impressed with how well OWP is orchestrated. . . . I am a changed writer and have grown in ways I did not think possible. -- Junior/Senior High School teacher, 1996 Participant
What I learned at OWP has become so much a part of me that it is second nature in my teaching. . . . Everything I currently do in the classroom is in some way affected by what I learned at the project, or by what I developed off of that learning. By far, it was the most efficient use of $500 that my district has made. My only complaint is that there are so many teachers . . . who are still missing such an experience. -- High School teacher, 1979 Participant
I met a friendly teacher from Oakridge who had taken the Writing Project in 1981. She was lavish in her praise. . . . I asked what had been the most useful aspect. . . . She beamed and said it was the writing she had done herself. . . . She claimed it has been a life-changing experience. This was a bit much for me. I was ready to learn how to be a better teacher. A life-changing experience was more than I'd bargained for. . . . However, she was right. Nothing taught be as much as my own writing. And I would have to admit that in many ways, it really has been a life-changing experience.
I did learn a lot of useful information, but the insights I've gained are not new. They can be found in just about every book on the teaching of writing. But now they belong to me. I found my own reasons to write. I found the topics that were worth writing about. I felt the revelations that come as your write. I felt the satisfaction of grappling for solutions with the people in my response groups. I felt the sense of ownership of my writing. I think of myself as a writer now. . . .
I hope when my second graders come through the door in September that I will be able to help them discover their own reasons to write, their own things that need to be said, and their own pleasure in their writing. -- Elementary School teacher, 1983 participant.