UPDATE FROM RCWP REGARDING COVID-19:

At Red Cedar Writing Project, as well as Michigan State University, we are concerned first and foremost with the health, safety and well-being of our students and staff. On April 2, Michigan State University made the decision to postpone all face-to-face programs for summer 2020 in conjunction with canceling all in-person classes for summer semester at MSU.

Red Cedar Writing Project

Upcoming Events

Check out our writing prompts for Greenrock and Spartan Writing Camp

And don’t forget to follow us on social media (Facebook, Instagram, and Twitter).

Red Cedar Writing Project (RCWP) is Michigan State University’s site of the National Writing Project. The cornerstone of the project is a four-week Summer Institute (SI) in which teachers focus on becoming more effective writers, teachers of writing, and teacher leaders. At the conclusion of the Summer Institute, teachers earn the internationally recognized credential, National Writing Project Teacher-Consultant (TC).

Each year, in addition to the Summer Institute, RCWP  offers open institutes for teachers who are not connected with the network, as well as a multitude of summer youth programs and professional development opportunities for school districts.

Red Cedar Writing Project TCs act as leaders in our site’s work through opportunities to develop in-service for their own schools and other districts, as well as state and national organizations. RCWP teachers also join one another in a variety of continuity events designed to sustain them as writers, researchers, leaders, and teachers of writing.

The National Writing Project (NWP)

For over 30 years, the National Writing Project (NWP) has championed a “teachers teaching teachers” model of professional development learning communities. During Summer Institutes (SI) at more than 200 universities in every state of the nation, teachers reshape their own identities as writers by demonstrating and interrogating best practices in approaches to writing and teaching writing. Participants engage in writing groups, identify questions they have related to teaching writing, and emerge in reading that expands their understanding of their students, contexts, and pedagogies.