Directors' report on NWP(UK) activity in 2018
The National Writing Project (UK): Directors' report 2018
Annual report for the period of activity Jan – Dec 2018, including report on 2018 group leaders’ survey.
Directors: Simon Wrigley and Jenifer Smith
________________________________________________________
Publications:
Research:
NWP keynotes and workshops, 2018:
Writing retreat and residential:
Teachers' writing groups:
based on responses from 12 groups and supplemented with evidence from the website (nwp.org.uk).
35 NWP(UK) groups have been created over the last 9 years and 19 are still running (17 groups exclusively for writing teachers, and 2 inclusive community writing groups which include teachers). Each is convened by an enthusiastic and dedicated volunteer who provides regular trusted writing meetings. Group leaders are experienced writers, lecturers and education leaders who understand the power of writing together, sympathise with NWP principles and regularly share findings with NWP directors. Their groups continue to explore the effects of teachers – and other adults – writing alongside each other. 8 groups are currently participating in research and publication. Participants continue to find themselves creatively restored - and sensitised to their own writing process. All participants are affirmed and bonded by their common enterprise of practising and learning about writing ‘from the inside out’ (cf Jenifer Smith et al, TED talk UEA Norwich, March 2017).
Groups are autonomous and are, therefore, evolving in distinctive ways, according to the interests of leaders and members. Writing venues include: private houses (2); hired halls (2); public galleries and cafes (9); classrooms in schools and museums (5); university seminar rooms (3). Groups practise a variety of free and structured approaches, often with distributed leadership. 5 groups regularly work with published writers and researchers. The constituency is mainly practising primary and secondary teachers, as well as two ‘community’ groups open to all interested adult writers. A few groups include only teachers from one school or academy chain (2), but most have a plural constituency from many schools, who have heard about NWP by word of mouth, and sometimes through the website (nwp.org.uk).
Attendance varies according to writers’ availability; without a stable core of at least two or three committed writing teachers, leaders have struggled to maintain momentum. The reasons for groups ceasing to meet include leaders’ ill-health, relocation or changed circumstances; maintaining a group requires the determined leadership of a teacher-leader who already writes regularly, and who understands first-hand the benefits of doing so alongside others. Of the 19 existing groups, 8 are long-standing groups led by experienced professionals – their groups have been meeting for 5 years or more; 7 groups have met for between 2 and 5 years, 6 have been formed in the last year or two. The largest group (UEA Writing Teachers) has an overall constituency of 50 participants, with 15-20 meeting regularly. 2 others (Bedford and Bristol) have a constituency of over 20, with 15 meeting regularly. Most groups average about 6 or 7 at a meeting, while the two smallest groups number no more than 3 or more regular participants. Only two groups meet once a month, most meet once every two months, and a few less frequently (3 times a year). Sessions are most often held on Saturday mornings for between one and half to two hours, beginning with talk over coffee and cake. Others meet in the evenings between 5 and 7.
Most leaders introduce and run new exercises and ideas for 20-30 minutes, then allow time for uninterrupted writing of 20 -30 minutes, with at least 30 minutes allowed for sharing in pairs and whole group. Writing is generated by playful exercises and a range of stimuli – indoor and outdoor environments, objects, maps, books, postcards and the work of published writers in the fields of poetry, fiction, memoir, reportage, polemic and philosophy. Several groups make books, collections, labels and artefacts during their meetings and find inventive ways to display, share and develop their work.
Few groups share online, though individuals often form email partnerships. Some groups have developed ‘homework’ which is set at the end of one session and shared at the next. Most groups reflect annually on the effect of belonging to a writing group, and feed back their findings to the directors.
Reflections on personal benefit and classroom application vary. Mutual encouragement is an essential element of each group’s evolving character, as is developing trust, confidence and enjoyment in new-found writing identities. NWP participants become more willing to experiment and write without procrastination, confident in the ‘generative’ nature of free writing. Five groups contain teachers who are also published writers.
What do group leaders report about the classroom effects of having a teacher who writes?
As indicated above, ideas from NWP groups are generally adapted to classrooms. Many groups reported on the positive impact on work in schools from the early years to A level Creative Writing where writing has become an inclusive learning habit. Writing often receives an increasing emphasis on teacher training in schools where NWP teachers have influence . Writing clubs and online spaces have been developed in schools, as well as more regular (weekly) creative writing opportunities, with pupil responses often being fed back to the teacher’s NWP writing group.
Website:
Simon Wrigley and Jenifer Smith
January 2019
Annual report for the period of activity Jan – Dec 2018, including report on 2018 group leaders’ survey.
Directors: Simon Wrigley and Jenifer Smith
________________________________________________________
Publications:
- Jeni, Emily Rowe and Simon wrote a chapter, ‘Reclaiming Writing’ in Reclaiming the Curriculum Crown House, May 2018
- Jeni and Emily Rowe wrote an article ‘Folding paper, opening words’ which was published in NAWE’s Writing in Education Issue no 76, Autumn 2018, ISSN 1361-8539
- Lorna Smith (NWP Bristol) wrote a chapter ‘Creative spaces for developing independent writing with English teachers’ in ‘Students, Places and Identities in English and the Arts’ Routledge 2018
- Jeni Smith and Mari Cruice, finished editing the 2019 English in Education special edition on ‘Writing’
Research:
- In partnership with Graham Parr and his team at Monash University, 3 NWP groups (Sussex 17/11/18; Wembley 12/1/19; Bristol 19/1/19) are conducting research into NWP teachers’ writing histories through a series of workshops and interviews. Graham and Simon attended Jeni’s ‘Writing Teachers’ group in UEA, 25 April. Graham and his team met with Simon at NATE conference 23 June. Lorna Smith and Simon will prepare a paper for Graham’s symposium at the ARLE conference in Lisbon (20/6/19)
- Jeni has convened a group of university lecturers in order to strengthen the presence of NWP research, publications, and approaches in ITE
- Partnership with UEA was strengthened through meetings with Richard Andrews, the new Head of the School of Education. The Writing Teachers group continue to provide the context for an MA module in Writing Pedagogy.
- Partnership with Sian Ephgrave’s PhD project researching teachers’ well-being through writing workshops with NWP groups
NWP keynotes and workshops, 2018:
- 22 March: NATE South East Teachmeet in Worthing: Simon led a short NWP workshop for teachers
- 19 June: SATE Glasgow: Simon ran NWP workshop
- 10 Oct: Simon led NWP workshop at Cheltenham Literary Festival
- 5 Nov: Cambridge University, Simon led NWP workshop for Homerton English students
- 10 Nov: Simon and Jeni ran NWP workshop ‘Metaphoraging’ at NAWE conference in York
- 20 Nov: Simon led NWP workshop for Islington Secondary heads of department
- 10 Dec: Simon led NWP workshop at Haggerston School, Hackney
Writing retreat and residential:
- Jeni organised and led the first NWP retreat at Belsey Bridge, Suffolk (26-28 July). It was attended by 5 writing teachers from 4 different NWP groups.
- Jeni organised and led the third NWP residential at High Leigh, Hoddesdon, Herts (21-23 Oct). It was attended by 15 teachers/lecturers/community writers from 7 different NWP writing groups.
Teachers' writing groups:
- 2 new NWP teachers’ writing groups were launched in 2018: Stamford (27 June); Penrith (11 Oct)
- As of Dec 2018, there are 19 NWP writing groups (down from 20 in Dec 2017):
- Bedford (community): Simon Wrigley
- Brighton, Sussex: Theresa Gooda
- Bristol University: Lorna Smith
- Cambridge: Alison Binney
- Eastbourne: Rachel Crystal
- Ipswich: Jenifer Smith
- Leyburn, North Yorkshire: Sarah Beveridge
- London (Free Spaces): Mari Cruice
- London (Islington Secondary): Emma Simpson
- London (Wembley): Alison Jermak
- London (Whodunit): Marjorie Caine
- Milton Keynes - teachers: Emma Exelby
- Norwich (UEA Writing teachers): Jenifer Smith
- Occold, Suffolk: Jenifer Smith
- Oxford: Isy Mead
- Penrith: Raina Parker
- Reading University: Rachel Roberts
- Stamford: Charlotte Boother
- Stevington, north Beds (community): Tricia Lennie
based on responses from 12 groups and supplemented with evidence from the website (nwp.org.uk).
35 NWP(UK) groups have been created over the last 9 years and 19 are still running (17 groups exclusively for writing teachers, and 2 inclusive community writing groups which include teachers). Each is convened by an enthusiastic and dedicated volunteer who provides regular trusted writing meetings. Group leaders are experienced writers, lecturers and education leaders who understand the power of writing together, sympathise with NWP principles and regularly share findings with NWP directors. Their groups continue to explore the effects of teachers – and other adults – writing alongside each other. 8 groups are currently participating in research and publication. Participants continue to find themselves creatively restored - and sensitised to their own writing process. All participants are affirmed and bonded by their common enterprise of practising and learning about writing ‘from the inside out’ (cf Jenifer Smith et al, TED talk UEA Norwich, March 2017).
Groups are autonomous and are, therefore, evolving in distinctive ways, according to the interests of leaders and members. Writing venues include: private houses (2); hired halls (2); public galleries and cafes (9); classrooms in schools and museums (5); university seminar rooms (3). Groups practise a variety of free and structured approaches, often with distributed leadership. 5 groups regularly work with published writers and researchers. The constituency is mainly practising primary and secondary teachers, as well as two ‘community’ groups open to all interested adult writers. A few groups include only teachers from one school or academy chain (2), but most have a plural constituency from many schools, who have heard about NWP by word of mouth, and sometimes through the website (nwp.org.uk).
Attendance varies according to writers’ availability; without a stable core of at least two or three committed writing teachers, leaders have struggled to maintain momentum. The reasons for groups ceasing to meet include leaders’ ill-health, relocation or changed circumstances; maintaining a group requires the determined leadership of a teacher-leader who already writes regularly, and who understands first-hand the benefits of doing so alongside others. Of the 19 existing groups, 8 are long-standing groups led by experienced professionals – their groups have been meeting for 5 years or more; 7 groups have met for between 2 and 5 years, 6 have been formed in the last year or two. The largest group (UEA Writing Teachers) has an overall constituency of 50 participants, with 15-20 meeting regularly. 2 others (Bedford and Bristol) have a constituency of over 20, with 15 meeting regularly. Most groups average about 6 or 7 at a meeting, while the two smallest groups number no more than 3 or more regular participants. Only two groups meet once a month, most meet once every two months, and a few less frequently (3 times a year). Sessions are most often held on Saturday mornings for between one and half to two hours, beginning with talk over coffee and cake. Others meet in the evenings between 5 and 7.
Most leaders introduce and run new exercises and ideas for 20-30 minutes, then allow time for uninterrupted writing of 20 -30 minutes, with at least 30 minutes allowed for sharing in pairs and whole group. Writing is generated by playful exercises and a range of stimuli – indoor and outdoor environments, objects, maps, books, postcards and the work of published writers in the fields of poetry, fiction, memoir, reportage, polemic and philosophy. Several groups make books, collections, labels and artefacts during their meetings and find inventive ways to display, share and develop their work.
Few groups share online, though individuals often form email partnerships. Some groups have developed ‘homework’ which is set at the end of one session and shared at the next. Most groups reflect annually on the effect of belonging to a writing group, and feed back their findings to the directors.
Reflections on personal benefit and classroom application vary. Mutual encouragement is an essential element of each group’s evolving character, as is developing trust, confidence and enjoyment in new-found writing identities. NWP participants become more willing to experiment and write without procrastination, confident in the ‘generative’ nature of free writing. Five groups contain teachers who are also published writers.
What do group leaders report about the classroom effects of having a teacher who writes?
As indicated above, ideas from NWP groups are generally adapted to classrooms. Many groups reported on the positive impact on work in schools from the early years to A level Creative Writing where writing has become an inclusive learning habit. Writing often receives an increasing emphasis on teacher training in schools where NWP teachers have influence . Writing clubs and online spaces have been developed in schools, as well as more regular (weekly) creative writing opportunities, with pupil responses often being fed back to the teacher’s NWP writing group.
Website:
- The NWP Website (nwp.org.uk) continued to grow, and blogs continued to be posted monthly. After much negotiation in July, the site is now owned and paid for until July 2020.
- 229 teachers have joined online (up from 228 in 2017). There have been 161 Contacts through the website (up from 101 in 2017). The week ending 4 Jan 2019 there were 806 visitors (down from 868 on 6 Jan 2018) and 4,812 page views (up from 3,651 on 6 Jan 2018. Highest recorded weekly use in 2018: 1,453 unique visitors (wk/ending 19.11.2018); 8,048 page views (wk/ending 1.4.2018)
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- Directors, Jeni and Simon, met to review project matters 9 times: 6 times at Anglesey Abbey: 22/2; 19/4; 25/4; 16/7; 12/9; 26/9. And 3 times elsewhere: Retreat (July), Residential (Oct) and NAWE conference (10/11).
Simon Wrigley and Jenifer Smith
January 2019