Teachers in our Philadelphia Writing Project network are engaging in inquiries and creating curriculum resources to support civically engaged argument writing in K-12 classrooms. This work is supported by a Teaching with Primary Sources grant from the Library of Congress*.
Our emerging resources draw upon:
primary sources from the Library of Congress;
argument writing approaches from the National Writing Project’s College, Career, and Community Writers Program (Arshan & Park, 2021; Friedrich et al., 2018); and
Gholdy Muhammad’s (2020, 2023) Culturally and Historically Responsive Literacy Framework.
Since 2023, we have been publishing curriculum collections for classroom use.
February 2022
May 2022
October 2022 - March 2023
April - May 2024
June 2025
Arshan, N. L. & Park, C. J. (2021). Research brief: SRI finds positive effects of the College, Career, and Community Writer’s Program on student achievement. SRI International. https://www.nwp.org/uploads/images/C3WP-Scale-Up-Research-Brief-April-2021_Acc.pdf
Friedrich, L., Bear, R., & Fox, T. (2018). For the sake of argument: An approach to teaching evidence-based writing. American Educator, 42(1), 18-40.
Muhammad, G. E. (2023). Unearthing joy: A guide to culturally and historically responsive teaching and learning. Scholastic.
Muhammad, G. (2020). Cultivating genius: An equity framework for culturally and historically responsive literacy. Scholastic.
*Content created and featured in partnership with the Teaching with Primary Sources (TPS) program does not indicate an endorsement by the Library of Congress.