Teachers are often intimidated by grant writing because it is unfamiliar and uncomfortable. The
technicality of this type of writing requires premiere word choice and adequate, yet succinct writing. It
requires many revisions and often an outside reviewer who can critique the work. Each grant has its own
unique guidelines that must be followed. It will be helpful to look at past funded grants and set-up a
support system. Further, local in-district grants are a great place to start. Other foundations such as Dollar
General (www.dollargeneral.com), Verizon (www.verizonreads.net) and International Reading Association
(www.reading.org) are dedicated to supporting educators with charitable funds. It is very important to
remember that grant writing is persuasive writing. The writing must effectively persuade the readers that
the request is needed and that the funds will make a positive difference in the lives of students.
Activity #3: Write pieces in a variety of genres (poetry, narrative, expository, persuasive, etc) using the
writing process
“Teachers better understand the writing task when they do it themselves. There is no substitute for
doing it when it comes to understanding” (Gallagher, 2006, p. 48). In addition, Soven (1999) notes that the
most important thing teachers can do to become effective writing instructors is to become writers. This
includes composing all kinds of writing. Teachers often ask students to write pieces in a variety of genres,
but many teachers shy away from writing certain types of pieces themselves. This activity challenges the
teacher to write pieces in a variety of genres, including those that are intimidating.
While writing pieces in different genres, the teacher should complete each part of the writing
process (prewriting, drafting, revising, editing, publishing). Oftentimes, teachers ask students to complete
each of these steps, but omit one step or fail to give one the attention it deserves when completing their
own writing. The teacher should thoroughly complete each aspect of the process, giving each the time and
attention it deserves. After writing a piece completing each of the steps of the writing process, one teacher
commented, “Writing this piece reminded me that I need to be aware of those things I ask my students to
do, but do not do myself.” Another teacher admitted that “it has been a long time since I have actually
gone through the whole writing process” and further confessed that editing with peers was “scary.”
However, she noted that “although at the time it seemed to be taking a lot longer than needed, I realize
how much easier it made writing my final copy, compared to how I have previously written. I now can see
the importance of why I have my students do the exact same process on almost every one of their writings.
I now have the evidence that I too, go through that process.”
Activity #4: Prepare an article for publication.
Teachers are professionals who have knowledge and experiences to share (National Writing Project
& Nagin, 2006). However, writing an article and publishing