“A teacher affects eternity: he can never tell where his influence stops.” –Henry Adams


Philosophies for Best practices in Writing


  • It has been our experience when we travel across the country, visiting the classrooms, that the quality of student writing depends primarily on having a systematic plan in place for teaching the components of exemplary writing and on requiring students write with regularity.
  • Many teachers admit that they themselves have not been taught how to teach writing and that they have only a cursory knowledge of the "writing process."  For this reason, our teacher training consists of the "best practices" we have developed over the years. Beginning to mastery-level English/Language Arts teachers appreciate the overview of what needs to happen in their classrooms to achieve excellence in writing, the easy-to-implement generic lessons that can be utilized as their school/district curriculum requires, and enough of the theory to support the Writing Process Stages.

  • State tests- require a rigorous approach, one that easily employed once teachers have learned how to work "backwards" from the final product that they require to the inception stage. Writing can no longer be a nebulous arena, a hit-and-miss area of education, but rather it must become an integral part of each student's academic life in every class as often as possible.
  • One concern is that writing will require an inordinate amount of grading time outside the classroom. However, teachers need to be assured that they will not be inundated with papers to take home and that- in fact- there are methods designed to assess these works in class that will not detract from a student's education but rather enhance it. These strategies must be presented to teachers in a step-by-step approach, one that can be put into place in every class at any level that will be aligned with all curricula.

The best teachers teach from the heart, not from the book.” ~ Author Unknown
  • We have had years of experience presenting the best practices in the teaching of writing to teachers as well as to their own students in their own classrooms. Once teachers see firsthand how successful these strategies can be, they are more than willing to incorporate them into their program and by doing so are encouraged not only by the quality of the writing that will be produced but also by their students'  willingness to commit to the program.