September 27, 2019To inspire students to read more carefully, to grasp the meaning in more complex texts, and to infer meaning from what they read, Bard IWT’s Writer as Reader workshops model writing practices that support core learning objectives in all subjects. They invite secondary and college teachers to consider “writing-to-read” as a central classroom practice, one that shows rather than tells students how writing clarifies the meaning of literary, historical, and nonfiction texts. Working with diverse writing-to-read strategies, workshop participants discover what they bring to the text, what is apparent in the text and what is inferred, and what questions the text poses.
This year, IWT’s Writer as Reader workshops will be held on September 27 and November 1, 2019. As always, we will include sessions on novels, poetry, nonfiction, historical documents, STEM texts, and other media. Each workshop will highlight writing-to-read strategies that foster close reading; invite connections to the text’s cultural, social, economic, and artistic contexts; and help readers develop an appreciation for the connections between different but related texts. Drawing on the IWT faculty’s experience as teachers of writing, history, and literature, Writer as Reader workshops emphasize the pedagogical value of teaching texts that are unfamiliar to students, prompting them to read closely, critically, and with an open mind.
These workshops are not intended to be scholarly seminars, although they do offer opportunities for critical reading and discussion of the works presented. Instead, Writer as Reader workshops model writing and reading activities that can focus class discussion, help students engage with difficult material, and emphasize the social character of all learning.
Note: IWT can also bring a Writer as Reader workshop to your school. If you are interested, please contact IWT Director Erica Kaufman (845-758-7383 | email@example.com) or Associate Director Celia Bland (845-758-7544 | firstname.lastname@example.org).