Kapa Cloth Spring 2010
Newsletter for teachers and friends of HWP
in t his issu e
U N I V E R S I T Y O F H A W A I ‘ I A T M A N O A
Dire ctors ’
Talk Sto ry
Ha pp y B-D ay
P.4 -5 “Suppor ting Local Literacy Le aders hip”
Pro fessiona l
Deve l opm ent
Project Director’s Talk Story
Invit atio nal
summ er Happy Birthday, Hawai`i Writing Project!
inst itute s
Aloha! 2010 marks the 30th year Summer 2009, participating HWP teachers were
Ac ad em ic that the Hawai’i Writing Project able to take EDCS 604 (HWP Invitational Summer
Voca bul ary has provided literacy-related Writing Institute) on Oahu or Molokai; EDCS
Instit ute teacher professional development 640-I (Academic Vocabulary Institute) on Oahu;
P.10-11 to K-16 educators across the and EDCS 640-M (Using Writing and Technology
Islands. I am proud to be part of in Place-based Inquiry Institute) on Oahu.
Plac e-bas e d such a longstanding effort to Teachers earned 6 graduate credits for the three-
inq uir y support local literacy leadership. week EDCS 604 institutes and 3 graduate credits
inst itute for the two-week EDCS 640 institutes. To earn the
P.12 Last year, I became the third director of the graduate credits, teachers satisfactorily completed
Hawai`i Writing Project when the HWP office the summer institutes and a follow-up classroom
Writ in g moved to the University of Hawai`i at Manoa, project/portfolio that was completed in December.
acro ss t he College of Education. This past year has been one
curr ic ul um of transitions and building new or strengthening Partnerships with Department of Education
Instit ute existing partnerships. In this column, I want to In addition to the HWP and COE/Outreach
P.13 discuss these partnerships and how they create the College collaborations, HWP partnered with the
unique fabric – a kind of kapa cloth – that is the State Department of Education to expand credit
Cel ebr ate Hawai`i Writing Project. options for teachers participating in HWP
rea di ng institutes. For the first time, HWP offered its
Fe sti val
Partnerships with UHM College of Education summer institutes for 5 DOE professional
Despite severe budget cuts at the university and in development credits. Teachers were able to
Rea din g- the COE, the college has continued its support of register for HWP institutes on the DOE PDE3
Writ in g HWP. This year, the college prioritized HWP as a professional development website. The DOE
Connection s program to maintain within the COE. Dean Chris further supported HWP teacher professional
Instit ute Sorensen supported our organization by providing development by issuing a letter of support for the
P. 18 release time for HWP directors. Our new institutes from the Superintendent’s office. To earn
Sp ot ligh ts administrative director, Mona Chock, talks story DOE professional development credits,
about her role for HWP on p. 3. Through support participating teachers satisfactorily completed the
HWP A uth or from the COE, HWP was again able to offer its HWP institute and a follow-up classroom project
P.19-20 summer institutes as graduate courses through the and portfolio.
Department of Curriculum Studies.
HWP A second COE/HWP/DOE partnership came about
Teac he r through the Title II Statewide Professional
Partnerships with UHM Outreach College
Trib ute Development Plan, which originated through a
Outreach College at UHM continues to be an
P.21-24 grant from the U.S. Department of Education. The
important partner for HWP. For the past several
HWP Al umn i years, HWP and Outreach College have partnered DOE issued a Memoranda of Agreement to
Ku dos to offer our summer institutes to teachers. During COE/HWP to provide teacher professional
Kapa Cloth Page 2
development through the HWP Academic summer institutes go back to their classrooms
Vocabulary Institute, HWP Place-based Inquiry feeling invigorated and ready to try out new or
Institute, and follow-up support to participating adapted practices that will support their students’
teachers. These institutes addressed professional literacy development. They document their
development needs in vocabulary and using classroom efforts and students’ learning through
informational sources identified by the DOE project portfolios, and they share their work with
Content Area Panel for Language Arts. colleagues and administrators. By participating in
HWP continuity institutes and activities, teachers
A third HWP partnership with DOE/COE came feel connected to other education professionals.
about through an English language learners special This sense of community leads them to continue
focus mini-grant, which HWP received from the their own professional development and,
National Writing Project. HWP provided importantly, to contribute to the professional
participating COE teachers, COE mentor teachers, development of others. This has been the
and HWP summer institute teachers with overarching objective of the National Writing
professional books focusing on English language Project for 35 years, as well as the overriding goal
learners. Teachers met online throughout the of HWP for three decades.
summer to discuss the readings and share ideas for
addressing the needs of ELL students in Hawai`i.
At the end of the summer, project participants
identified instructional practices they wanted to try
By participating in HWP
out in their K-16 classrooms. Then teachers posted continuity institutes and
descriptions of their efforts to support ELL activities, teachers feel
students, and shared ideas that worked and connected to other education
challenges they faced as they tried to implement professionals. This sense of
new practices in their own classroom contexts. My
colleague, Donna Grace, and I presented
community leads them to
preliminary findings from the ELL project at the continue their own
NWP conference in November. professional development and,
importantly, to contribute to
Partnership with Community Colleges the professional development
For the past 23 years, HWP has partnered with
community colleges in Hawai`i to offer
professional development to higher education
teachers who want to learn more about integrating
writing across the curriculum. Former HWP
director, Shel Hershinow, and his colleagues again HWP Summer Writing Institutes
offered Writing across the Curriculum Institutes Developing a sense of HWP community begins
during Spring 2009 on Oahu and Maui. Shel talks with our annual Summer Writing Institutes. These
story about these institutes on p. 13. three-week institutes provide a unique opportunity
for teachers to build their confidence and skills as
Partnership with Celebrate Reading writers because they write, share their writing, and
For the past 12 years, long-time HWP teacher- reflect on their writing every day. During this
facilitator Lorna Hershinow and her colleagues process, teachers also build their confidence and
have brought authors, teachers, students, and their skills as teachers of writing. They participate
community members together across the Hawaiian in demonstrations of writing lessons, they create
Islands to celebrate the joy of reading. During their own lessons, and then share and reflect on
Spring 2009, HWP again supported Celebrate these lessons with their colleagues.
Reading festivals, which took place on Oahu,
Maui, and Kauai. Lorna talks story about During Summer 2009, HWP offered its
upcoming Celebrate Reading book clubs and Invitational Summer Institutes on the islands of
festivals on p. 14. Oahu and Molokai. HWP teacher-facilitator
Sharan Moncur talks story about the Summer
Partnership with HWP teachers Writing Institute on Oahu on p. 6, and Lori Gomez
Of course, we would not have a Hawai`i Writing talks story about the Molokai Institute on p. 9.
Project at all without continued partnerships with Read their articles to learn more about why
HWP teachers. Our mission is to support local teachers often refer to these institutes as
literacy leadership by providing literacy-related transformative experiences.
professional development that focuses on teachers
teaching teachers. Teachers who participate in Continued on next page
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HWP Continuity Programs
Academic Vocabulary Institute
Administrative Director’s Talk Story
Participation in the HWP professional
development community continues through our Aloha!
continuity institutes and activities. During Summer I’m Mona Chock and it is my
2009, HWP offered a two-week Academic pleasure and privilege to serve
Vocabulary Institute through a National Reading you as the HWP administrative
Initiative grant from NWP and the Carnegie director. As you know, the HWP
Foundation and a DOE Title II grant. Teachers leadership and organizational
came together on Oahu to study vocabulary structure experienced a
development across content areas in K-12 transformative shift in fall 2008
classrooms. Along with longtime HWP teacher- when Dr. Rhonda Nowak,
facilitator Cynthia Perry, I was one of the assistant professor of literacy and language arts at
facilitators for this continuity institute. I talk story the University of Hawai‘i at Mānoa College of
about what we did on p. 10. Education (COE), assumed its leadership. This
past summer 2009 I was assigned by the COE
Using Writing and Technology in Place-based dean to provide administrative support to this
Inquiry Institute project. It appears that Rhonda and I are a good
Another opportunity to continue HWP match in the professional strengths that we each
professional development came about through our bring to HWP.
two-week Place-based Inquiry Institute on Oahu.
Teachers studied the literature on place-based In an island state like Hawai‘i, the COE a key role
inquiry. Most importantly, they participated in in teacher education preparation and professional
place-based inquiry themselves as they worked on development. The COE prepares the majority of
a project to integrate aspects of a community park teachers who enter the field annually and the
into teaching and learning across the curriculum. majority of public school teachers are alumni of
HWP teacher-facilitator Debbie Kojima and guest this university system. The implications of the
facilitator Lauren Mark and I helped teachers HWP relationship with the college can only
create place-based digital stories, which they strengthen ties and professional networks within
shared with colleagues to demonstrate their the Hawai‘i State Department of Education
understandings of the park and how it represents a (HIDOE), its school complexes and leadership, as
microcosm of people, places, and politics well as with school leaders from the Hawai‘i
everywhere. I offer more details about this institute Association of Independent Schools (HAIS) and
as I talk story on p. 12. Charter Schools.
Continued partnerships in 2010 There are several new organizational areas in
As director of the Hawai`i Writing Project, I look which the HWP Administrative Director has
forward to continuing and strengthening our responsibilities, including Fiscal and Personnel,
partnerships in 2010. During tough economic Publicity and Marketing, and Networking and
times such as these, I recognize that strong Collaboration functions. Included within these
partnerships are particularly crucial. We are areas are technology support, database
excited to continue our literacy professional management, and clerical to support HWP in
development institutes and programs during 2010. publishing its website and newsletters, develop the
You can check out HWP upcoming events HWP image and marketing brand, and establish
throughout this newsletter. The reason why the HWP community-based affinity groups among
National Writing Project has been around for the alumni and school leadership.
past 35 years, through better and worse economic
times in the U.S., is because the mission of NWP Rhonda and I are continuing to work on an
to support literacy is an important one, and organizational culture that acknowledges and
because its philosophy and approach to teacher recognizes developing HWP leaders.
professional development has proven to be Simultaneously we are exploring new leadership
effective. I am confident that the Hawai`i Writing models that can support and sustain the newly
Project and its educational partners will continue evolving organizational structure. This past
working together to support local literacy September, HWP leaders attended the HWP
leadership in Hawai`i for many years to come. Leadership Appreciation Luncheon and Retreat at
the Japanese Cultural Center in Mo`ili`ili. Kudos
Mahalo! were given to each person present for their
Rhonda Nowak, HWP Director contribution to the success of the 2009 summer
Continued on next page
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institutes and programs and I was introduced as the Continuity Programs, Professional Development
administrative director. Everyone enjoyed good Contracts, and Youth and Community Outreach.
food and fellowship over a scrumptious
appreciation luncheon. Then we got to work. I am looking forward to working with Rhonda and
Following the lunch the council reviewed the other HWP leaders to continue the work of
HWP 5-Year Plan strands. I will be placing my teachers teaching teachers to support local literacy
energies into strengthening the Publicity and leadership. Please support and join us in these
Publications Strand in the areas of 1) fiscal efforts.
operations; 2) database management, 3) public
affairs, and 4) systematic communication. By mid- E Malama Pono,
afternoon the Leadership Teams met in small Mona K. O. Chock, Administrative Director
groups to assess the work they had completed
during the summer, and to begin looking ahead to
2010 by identifying how to strengthen the ISIs,
30 Years and Counting…
HWP Continues to Meet Teacher Professional Development Needs
“I really enjoyed writing every day. I am not confident about my writing, so being forced to write
and share my writing on a daily basis was a wonderfully liberating experience. My ability as a
writer has soared, and my respect and admiration for my colleagues has grown tenfold.”
This comment came from a high school teacher at the end of her
three-week experience in the Hawai`i Writing Project’s 2009
Invitational Summer Institute, which ran from June 12 to July 2 on
Oahu and from June 15 to July 3 on Molokai. It is representative of
the feedback HWP has received from hundreds of educators over the
last three decades of offering teacher professional development in
Hawai`i, which includes writing everyday, sharing writing with
colleagues, and learning effective practices for teaching writing in K-
“On the one hand, having such positive comments (from participating
teachers) is what we strive for,” said Sharan Moncur, a 30+-year veteran teacher and curriculum coordinator
for the Hawai`i State Department of Education and a longtime HWP teacher-consultant. Moncur co-facilitated
the 2009 Invitational Summer Institute with DOE teacher, Sandy Wills. “However, the fact that, year after
year, teachers of writing are still uncomfortable themselves as writers remains troubling and underscores the
need for this type of professional development. We know that our ISI is meeting a professional need.”
Indeed, teachers’ uneasiness about writing and teaching writing was the impetus for establishing the National
Writing Project at the University of California at Berkeley more than 35 years ago. Since its inception, NWP
has grown to include over 200 state affiliates across the continental U.S., Puerto Rico, and the Virgin Islands.
HWP is one of the oldest affiliates, offering its first professional development programs through the English
Department at UHM under the leadership of its first director, English Professor Joy Marsella. In 1997, HWP
moved its offices to Kapi`olani Community College under the directorship of English Professor Sheldon
Hershinow. Last year, HWP moved back to the UHM campus, this time taking up residence in the College of
Education under the directorship of Rhonda Nowak, Assistant Professor in the Institute for Teacher Education.
Rhonda said she plans to build on the accomplishments of the past three decades and move HWP programs
forward by capitalizing on the resources available in the COE. “HWP and the COE have a lot to offer each
other,” Rhonda said. “HWP is able to offer its summer institutes to teachers for graduate credit through the
Department of Curriculum Studies and Outreach College. The COE also has resources in distance learning
technology that could be very helpful for HWP since we are the only NWP affiliate in a multi-island state. On
the other hand, HWP brings to the table a long relationship with the DOE and with teachers throughout the
state. Our professional development programs and affiliation with a nationally recognized and federally funded
literacy organization support the educational mission of the COE.” Continued on next page.
Kapa Cloth Page 5
Hawai`i’s unique educational context prompted Writing on Demand
Rhonda to write an English Language Learners Snapshot of a Frantic Writer
Special-Focus Network grant, which HWP
received from the National Writing Project in
Spring 2009. The ELL project brought together
I sit at my computer; fingers poised over the
instructors within the Institute for Teacher keys, ready to start typing random letters,
Education, mentor teachers who work with ITE hoping to connect letters into words, words
pre-service candidates, and teachers who into sentences, sentences into paragraphs,
participated in 2009 HWP Summer Institutes. paragraphs into a story.
Throughout last summer, the project educators
read sections of a selected professional book on Quickly peeking to my left, so it doesn’t look
English language learners and posted discussions like I’m copying, I see my neighbor has lots
about the book and replies to other responses on of words, lots of sentences with her fingers
an online discussion board set up for the project.
fairly flying over her keyboard. Her long
At the end of the summer, teachers posted a plan
for trying out new instructional practices in their
fingers pause and continue on. Her
K-16 classrooms to support ELL students. During computer monitor is half full already.
the fall, participants posted online discussions of
their implementation of these instructional plans. Another neighbor uses paper and pencil to
write first. I wonder why. Now I see and
Rhonda and Donna Grace, ITE-Elementary Dept. hear her fingers quickly hitting her computer
Chair and co-principal investigator of the ELL keys decisively and confidently. She must
project, presented their findings at the National have brainstormed or drafted on paper
Writing Project Annual Meeting in Philadelphia before typing. Her eyes go quickly from left
this past November. Look for their article about
to right from paper to computer. She must
the ELL project on the HWP website soon.
have plenty to write about.
Rhonda pointed out that collaborations like the
ELL project provide reciprocal benefits to the In front of me four teachers sit behind
COE, HWP, and teachers in Hawai`i. The Hawai`i computers, all eyes looking downwards at
Writing Project mission is “to improve and their computer screens. Some are reading
integrate the teaching of writing and reading in what they wrote, some are typing, some have
Hawai`i's schools.” Toward that goal, last year their legs crossed, some have jiggling legs,
HWP offered two, three-week Invitational some have slippers on, some off.
Summer Institutes for teachers on Oahu and
Molokai. In addition, HWP offered two, two-week
Maybe if I focus intently on my computer and
Continuity Institutes at UHM - The Academic
Vocabulary Institute and Using Writing and
look like everyone else, my fingers will start
Technology in Place-based Inquiry Institute. typing random letters, words, sentences,
Continuity Institutes are geared for teachers who paragraphs and finally a story. I can only
have previously participated in the Invitational hope…
Summer Institute and now want to continue their Diane Mokuau
professional development with HWP. Teachers Molokai High
who participated in the summer institutes were School
able to earn COE graduate credits through Librarian
Outreach College or professional development
credits directly through the DOE. For community
college instructors, HWP offered its two-week
Writing Across the Curriculum Institutes at KCC
on Oahu and at Maui Community College. In
accordance with the NWP model of “teachers
teaching teachers,” educators who participate in
summer institutes may go on to become part of the
growing cadre of HWP teacher-consultants who
facilitate institutes and take on leadership roles in
other HWP programs.
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By Sharan Moncur, HWP Teacher-Consultant & 2009 Oahu ISI Facilitator
What are teachers saying At Windward Community college, with the Ko`olau
about the HWP Invitational mountain range as a backdrop, fourteen teachers spent
Summer Institutes? Listen to three intense weeks this summer writing, talking about
our most recent fellows: writing and the teaching of writing, reading current
theory and practice, responding to colleagues’ writing,
“I liked building relationships and giving a demonstration lesson. The group
with my classmates and the discussions we comprised teachers spanning kindergarten through
had. It was neat to get feedback on ideas from college.
different perspectives and different grade
levels. I also liked the writing process itself Credits
and how I can also be a writer.’ Credits this past summer were available on a two-
tiered system, either six university graduate credits or
“I liked having the hour between 8:00-9:00 to five DOE credits. At first glance, that may seem
write. It was fun to have this time to focus on inequitable, but those of you who have written up
creating and exploring through writing. The proposed courses for the DOE know how difficult it is
whole process of the writing workshop has to get anything more than three credits. The DOE only
become a part of who I am and want to be.” gives five credits with evidence of impact beyond the
classroom. All fellows, whether getting graduate or
“Elbow groups I enjoyed and found valuable. I DOE credits, put together a portfolio, which
had the opportunity to listen to other people’s showcased lesson plans, student work, assessment,
writing and have others hear mine without any reflections, and impact beyond their own classroom.
kind of judgment. I received compliments and
suggestions for my writing and have made new Mini-Institute
friends. It was a friendly, warm, and non- On our last day, we held a mini-institute for invited
threatening platform in which to share guests. Participants invited nine colleagues and
writing.” administrators to experience a glimpse into our ISI.
The agenda included a short writing, responding in
“Being in groups and discussing the small groups, a gallery walk with showcased
[professional] readings was like mini products/activities, a variety of demonstration lessons,
workshops or faculty meetings in which our comments from participants about their HWP
opinions and voices are heard!” experience, reading of a few final pieces, as well as a
potluck. We especially thank Margeaux Ikuma and
“I have never been brave enough to submit Jennine Tambio, who created invitations, coordinated
anything I have written to anyone or any entity the day, and did an overall fabulous job.
for any reason. I recently submitted a piece of
poetry that I had composed over the summer,
written at the HWP Institute, to be posted in a A heart-felt mahalo to all the 2009 fellows who
virtual gallery to celebrate the National made facilitating the institute a pleasure for
Writing Day. What a tremendous feeling: I am Sandy and Sharan!
proud of myself and the work done at the
Institute, and I am inspired to write more.
Thank you, HWP, for infusing my writing To register with HWP for the 2010
spirit with the fortitude and stamina to Summer Invitational Institute, see
continue to practice the art of writing!” page 8.
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U N I V E R S I T Y O F H A W A I ‘ I A T M A N O A
“Supporti ng Lo cal Li teracy Leadership”
Invitational Summer Institute
Oahu - June 7th through June 25th 2010
Time: 8:30 a.m. to 3 p.m. Monday-Friday
A few support sessions will be scheduled during the 2010-2011 school year.
Location: Leeward Community College on Oahu
Facilitators: Hope Espinda and Darlene Fujimoto, HWP Teacher-Consultants
Cost: $50 donation to HWP *
The HWP Invitational Summer Institutes revolve around these key features:
• Examining current theory and research on the teaching of writing;
• Teachers writing and reconnecting with their own writing processes;
• Teaching about writing and sharing feedback with colleagues.
Teachers who participate in the Invitational Summer Institute will read and discuss
professional literature, write and participate in writing and lesson study groups, observe,
teach, and discuss demonstration lessons, and select a follow-up inquiry project related to
writing to pursue in their own classrooms.
HWP Summer Institutes have power; they change people, making good teachers
even better. Please join us this summer, and bring a friend or a colleague to share
Teachers earn five DOE professional development credits after they complete the
institute and a classroom inquiry project. To earn DOE PD credits, teachers must also
register for the institute at the DOE professional development website at:
* Teachers can earn six graduate credits in the Department of Curriculum Studies,
College of Education (EDCS 604) after they complete the institute and a classroom
inquiry project. To earn graduate credits, teachers must register and pay for the course
through Outreach College at UHM. Graduate course fees are separate from the HWP
donation. Information about graduate course fees and registration is available at:
For questions about HWP Summer Institutes, please contact Rhonda Nowak, HWP
Director, at firstname.lastname@example.org or 808-956-5359.
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HWP Registration for Summer Institutes
Deadline for registering with HWP is May 7, 2010
State which HWP Institute you are registering for:
Have you participated in HWP Institutes before?
Step 1: Complete the Following Information
City, State, Zip:
Years Teaching Experience:
Highest Degree/Seeking Degree:
Step 2: Write a Personal Statement
A. Describe yourself as teacher, learner, and writer.
B. Describe how you currently teach and use writing in your classroom.
C. Briefly explain what might you like to explore related to the institute through a
classroom inquiry project.
Step 3: Obtain Two Letters of Support
Have one colleague and one administrator at your school write a brief letter
explaining why they believe you will contribute to the institute and support literacy at
your school. Your administrator should state how you would be able to share your
institute experiences with other teachers. You may attach your support letters to your
registration or email them separately.
Step 4: Email your registration and letters of support to:
Rhonda Nowak, HWP Director at email@example.com.
Step 5: Attend the HWP Institutes Orientation Meeting on May 15, 2010
Teachers who will be participating in HWP Summer Institutes are expected to attend
the Orientation Meeting on May 15, 2010 from 9 a.m. to noon at UHM. The three-
hour “getting-to-know you” session will provide information about HWP, in general,
and the institutes, in particular. Demonstration lessons will be provided and institute
materials will be distributed. Donations from participants are accepted at the
Orientation Meeting. Light refreshments are provided.
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. By Lori Gomez, HWP Teacher-Consultant and 2009 Moloka`i Facilitator
Molokai, steep in Hawaiian three-week summer session by exploring the
tradition and culture, is a perfect challenge of
site to hold the Hawai`i Writing
Project Summer Writing Teaching the
Institute. The institute was made New Writing
possible through an additional (NWP, 2009)
grant from the National Writing so that we
Project. Immersed in daily writing, research, rich might better
conversations, and Socratic questioning, meet the
participating teachers first developed a writing needs of our
community that evolved into a healthy learning digital
environment, one that promoted a sense of giving, natives of the
a sense of sharing, a sense of place, and a sense of 21st century.
continuity. We committed to our online growth Here is what
two teachers had to say about their experiences
The selected guest presenters added new during the HWP Summer Writing Institute on
perspectives to the writing process. They included Moloka`i:
an HWP alum, a songwriter, a filmmaker, and a
recently retired English teacher. All presenters “As a literacy resource teacher, I am used to
helped participants shape their own writing having children follow me around a classroom
processes and to craft their own writing begging me to ‘read what I wrote’. It wasn't until I
philosophies and goals. participated in my first Elbow group during the
Hawai`i Writing Project this past summer that I
Indeed, Moloka`i is a perfect site to marry lofty finally understood the writer's need for feedback.
research with effective local practices in writing My Elbow group became my family. We gained
and reading. The teachers tell us they came away insight into each other’s lives, values and writing
from their institute experience with a better styles. We also learned how to gently nudge each
understanding of the writing process. They other toward clarity or brilliance. Now when I
understand a framework into which they can confer with my students, or oversee a peer
design and implement writing, daily and conference in action, I am fully cognizant of the
purposely, within their class curricula. They have power feedback has on children and their
a greater respect for the specific qualities of writing. They become more aware that there's a
writing (traits) that can be supported during the living, breathing audience out there that wants to
writing process. Just as important is their value in truly understand what it is they are trying to say.
providing continuous, formative assessment in And so they say it in the most compelling way they
their students’ writing. They appreciate, too, the can.”
notion of taking their students outside of the - Alestra Menendez, Kamehameha Schools
classroom to allow the island to speak to them, to Resource Teacher
encourage students to observe and transmit their
metaphors in writing, and to make sense of the “As a result of participating in HWP, I am more
global community. confident as a writer. As a librarian, I realize I
need to make the reading-writing connection more
In fact, two writing groups of teachers continue prominent and explicit. I want to do more
meet regularly after the summer institute to write writing-based activities in the library instead of
and share their pieces. Some of these teachers are just reading. The Writing Wall in the library has
writing with their students about their Moloka`i in been well received and is a popular spot for
song, lyrics, poetry, and personal narratives. One students and adults.”
educator is writing alongside her colleagues and
“going public” with their writing by having them - Diane Mokuau, Molokai High Librarian
available in the school library. We ended the
Kapa Cloth Page 10
teachers further developed their inquiry questions
Teachers Become into vocabulary-related classroom project they
Verbose about Vocabulary would pursue with their students when school
resumed. Here’s what some of the teachers said
at the 2009 HWP about their institute experience:
“I think the Academic Vocabulary Institute was
Institute excellent! It provided me with so much
information that I can use in my classroom and
By Rhonda Nowak, HWP Director school. I have a clearer understanding of
vocabulary, which will definitely help me in my
work with other teachers and with my own
For the first time, the Hawai`i
students. This is what other teachers in the state
Writing Project offered a two-
of Hawai`i need in order better understand what
week institute that focused on
we need to teach and what the students need to
vocabulary development across
learn in vocabulary!”
content areas. The institute was
made possible through a mini-
“As a previous participant in the Writing Institute
grant from the National Writing Project and the
and the Literature Institute, I am truly a believer
Carnegie Foundation as part of the NWP Reading
in the process that the institutes take us through.
Initiative, and through a Memorandum of
It provides us with valuable information and the
Agreement between HWP/COE and the Hawai`i
time is definitely well spent!”
State Department of Education. The Academic
Vocabulary Institute took place June 15 through
“I think the Academic Vocabulary Institute was
June 26 at the University of Hawai`i at Manoa,
amazing. It challenged me in so many different
College of Education.
ways. I have so many questions running through
my head right now as we conclude this two-week
Participating teachers ranged in content areas and
institute. I truly believe this class will help to
in grade levels from kindergarten to 12th grade.
improve my practice as a teacher. As this institute
We spent the beginning of each day on reflective
comes to a close, I am sad to see it end because I
writing activities, and then we met in small groups
have learned so much these past ten days, but at
to discuss and share ideas from selected readings
the same time I am excited to put to use my new
on vocabulary-related professional literature.
learning. I am interested in taking another HWP
During the first week, Cynthia and I demonstrated
class next year, and would definitely recommend
a variety of vocabulary instructional practices,
this course to others.”
which the teachers then discussed and critiqued in
terms of their own teaching contexts. During the
“I think the Academic Vocabulary Institute was
second week, each of the participating teachers
effective and engaging…the layout of the day
developed and demonstrated their own vocabulary
worked well. We were here for 6.5 hours but the
lesson. The teachers met in groups to discuss the
time seemed to go by quickly because we had lots
lessons and how they might fit into their own
of things to do but at the same time it was
An important component of the vocabulary
Following the summer institute, teachers earned
institute, and all Hawai`i Writing Project
DOE professional development credits or COE
institutes, is an inquiry approach to teaching and
graduate credits by documenting their classroom
learning. During the Academic Vocabulary
project through a portfolio of lessons and student
Institute, this meant that teachers were given
work. Teachers met face-to-face to share their
choices in what they read about vocabulary, and
projects and to work on their portfolios together.
choices in the vocabulary instruction they
We were excited to hear about some of the ways
developed into demonstrations for their
teachers shared their institute experiences and
colleagues. Most importantly, an inquiry approach
subsequent vocabulary work with others. These
meant that teachers were supported in raising their
teachers are not only demonstrating the impact
own questions about vocabulary teaching and
their HWP experiences have had on their own
learning based on their unique school and
classroom teaching and learning, they are also
classroom contexts. Teachers’ background
embodying what HWP is all about – local literacy
knowledge and experiences laid the foundation for
leadership through teachers teaching teachers!
their inquiry questions to develop during institute
activities and reflection. At the end of the institute,
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U N I V E R S I T Y O F H A W A I ‘ I A T M A N O A
“Suppor ting Local Literacy Le aders hip”
Academic Vocabulary Institute
Oahu - June 7th through June 18th 2010
Time: 8:30 a.m. to 3 p.m. Monday-Friday
A few support sessions will be scheduled during the 2010-2011 school year.
Location: University of Hawai`i at Manoa, Oahu
Teachers on neighbor islands may participate via the Hawai`i Interactive Television
Service broadcast from Oahu.
Facilitators: Cynthia Perry, HWP Teacher-Consultant, and Rhonda Nowak, HWP Director
Cost: $50 donation to HWP *
The HWP Academic Vocabulary Institutes revolve around these key features:
• Examining current theory and research on vocabulary teaching and learning;
• Teachers using writing to learn about vocabulary and reflect on their learning;
• Teaching vocabulary and sharing feedback with colleagues.
Teachers who participate in the Academic Vocabulary Institute will read and discuss
professional literature, write and participate in lesson study groups, observe, teach, and
discuss demonstration lessons, and select a follow-up inquiry project related to vocabulary to
pursue in their own classrooms.
HWP Summer Institutes have power; they change people, making good teachers even
better. Please join us this summer, and bring a friend or a colleague to share your
Teachers earn five DOE professional development credits after they complete the institute
and a classroom inquiry project. To earn DOE PD credits, teachers must register for the
institute at the DOE professional development website: https://pde3.k12.hi.us.
* Teachers can earn three graduate credits in the Department of Curriculum Studies, College
of Education (EDCS 640-I) after they complete the institute and a classroom inquiry project.
To earn graduate credits, teachers must register and pay for the course through Outreach
College at UHM. Graduate course fees are separate from the HWP donation. Information
about graduate course fees and registration is available at: http://www.outreach.hawaii.edu.
For questions about the HWP Summer Institutes, please contact Rhonda Nowak,
HWP Director, at firstname.lastname@example.org or 808-956-5359.
See Page 8 to register for the institute with HWP.
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Teachers Learn about Place-Based
Inquiry at HWP Summer Institute
By Rhonda Nowak, HWP Director
HWP’s Using Writing and Technology through ings of place-conscious teaching and learning.
Place-based Inquiry Institute was offered July 6 Here are some comments from participating
through July 17 on Oahu. Participants, who teach a teachers about their institute experiences:
range of content areas and grade levels, met at the
University of Hawai`i at Manoa and at Kapi`olani “This was an amazing experience that I will
Park in Waikiki to learn about integrating aspects remember for a long time. Exposure to quality
of community into classroom curriculum and experiences was so beneficial to me. Learning
instruction. Co-facilitator Debbie Kojima and I about PBCI itself was another excellent
demonstrated how to use a place-based critical experience. I will definitely include many elements
inquiry (PBCI) process to research a variety of of it into my own classroom and will hopefully
community elements, in this case as they relate to build up to including all elements in the way that
Kapi`olani Park. Using the PBCI framework, the we used them in this institute. The institute was
teachers embarked on their own inquiry project also somewhat eye opening for me. I knew that a
based on a selected aspect of Kapi`olani Park and sense of community is important to have, I didn’t
inquiry questions they generated after some initial know how important it was to include this
exploration of the park. Teachers were fascinated community appreciation in the schools as well.
by all of the things they never knew about The biggest ah-ha moment I had was realizing that
Kapi`olani Park even though it’s located in their schools need to be permeable and let the
own backyard. They were also excited about the community in, as well as let the school out into the
many park features that can be used to bring local community.”
people, places, issues, and events into the study of
literature, science, social studies, mathematics, art, “Awesome! I’ve learned so much and now think
and health. that this is doable-but I still need to refine how I’ll
get started. There are so many positive aspects of
Throughout the PBCI process, teachers used PBCI. The integration of content areas as well as
writing as a tool for their inquiries. They wrote to GLOs really makes this appealing.”
access their prior knowledge about the topic; to
take notes from a variety of informational sources; “An excellent opportunity. It stretched me to my
to summarize, synthesize and critique limit and forced me to learn something that I
informational sources; to raise new questions; to didn’t know before. This is truly professional
demonstrate their understandings; and to reflect on development for me. I’ve grown from it.”
One teacher wrote at the end of the institute, “(I
In addition, an essential part of the PBCI process hope you will) convince more people to take the
and the institute was for participants to use class, to come out and learn more about project-
technology in order to create digital stories based and inquiry learning.”
representing some of their newfound
understandings and interpretations of Kapi`olani We hope that as more teachers take back what
Park. Thanks to the technological savvy of Debbie they’ve learned from the institute and try them out
and guest presenter Lauren Mark, all of the with students, the more convincing place-based
teachers, even teachers who were unfamiliar with inquiry will become in supporting meaningful
movie-making computer software, were able to learning for students in Hawai`i.
script, create, and share impressive digital stories
based on their research. The digital story The teachers’ digital stories are available
presentations capped off an emotional conclusion on the HWP website at: www.hawaii.edu/hwp.
to the whirlwind institute experience. Teachers
took their institute adventures to heart as they The Place-based Inquiry Institute will be
developed follow-up inquiry questions and offered again during Summer 2011.
classroom projects that captured their understand-
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College Faculty Write Across the roles. Five faculty from the 2009 WAC+ Institute
were joined by an alum of a previous WAC+
Curriculum at HWP Institute Institute (an anthropologist) as they explored
methods of assessing student learning (not
measuring levels of achievement). Here is what
By Shel Hershinow, Past HWP Director some participants had to say about their
& WAC Institute Facilitator experience:
“Too many calories (snacks)!” “The case study approach is very helpful and
—response from the 2009 WAC Institute interesting.”
Some things never change. No “I got great ideas on how I can use assessment in
matter what their differences, my classes.”
Writing Project institutes always
have food. What better way to “Assessment seems like the larger ‘forest’ in
capture their collaborative which WAC is a key tree.”
pedagogy together, trying out A WAC+ Institute was also held at Maui
new strategies on each other, sharing personal Community College over the summer, facilitated
writing and experiences, recharging their batteries. by Krista Hiser and Kristine Korey-Smith of
The Writing Across the Curriculum (WAC) Kapi’olani CC, and hosted by Laura Lees of Maui
Institutes share these community-building traits CC. The format of the institute was innovative,
with other HWP institutes. In 2009, the 23rd year with a one-day pre-institute and a post-institute led
of WAC offerings, three institutes were offered. by Laura, and sessions on two successive
Friday/Saturday periods led by Krista and Kristine.
The WAC+ Institute (the + indicates critical and 17 Maui CC faculty participated, from a range of
creative thinking) held at Kapi`olani Community disciplines including Culinary, Hospitality,
College had seven regulars (plus one informal Automotive, Dental Hygiene, Science, and
participant) from KCC, MCC, LCC, and from a English. Because of the shortness of time, Elbow
college in Manitoba, Canada. These teachers of groups interacted on-line, with mixed results. This
English, ESOL, Speech, French and a coordinator first attempt at using Laulima for online writing
of a Writing/Tutoring Center spent a rewarding groups should help pave the way for future
two weeks climbing Moffett’s ladder of institutes. Overall the institute, even in its
abstraction, looping, Elbowing, writing from shortened form, was a definite success:
props, thinking like novices and experts,
rehearsing lessons, and, of course, eating too “I enjoyed the mix of creative and nuts and
much. Here are comments from some of the bolts activities/assignments.”
“I found myself quite at home with all the
“I got so much from the other teachers various instructors and facilitators. Even
participating and presenting.” though English and writing are not a strong
part of our curriculum, I felt that I could help in
“The teaching/lesson presentations were making it strong.”
“I wrote a poem, not ever having been exposed
“Our writing opportunities made the activities to something like that. I liked my poem.”
more valuable and impactful.”
Over the years, writing across the curriculum has
“The readings were great backdrops to been a particular strength of HWP. Teachers of all
discussion.” subjects and at all levels can use writing as a way
to help students increase their learning. The
“I liked the camaraderie that builds amongst Summer Writing Institute, like the WAC Institutes,
group members.” welcomes teachers from all subject areas. After all,
Science and Social Studies teachers also enjoy
belonging to a community of eaters!
A follow-up WAC Assessment Institute met for
four days at KCC. Rather than using participant
HWP Writing across the Curriculum Institutes
presentations, this institute was organized around
will be offered again during Spring 2011.
case study scenarios in which participants play
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By Lorna Hershinow, HWP Teacher-Consultant and Celebrate Reading Director
Our 2010 Oahu festival is dedicated to the memory of Asa Yamashita.
In Oahu’s thirteenth year of celebrating reading and writing we want to make a real push for
families to read and discuss a couple of our listed books together. Even though teens will want to
hang out with young people, and parents will probably end up attending other sessions, here’s
hoping that our reading list will first foster conversation at home about family dynamics and a
whole range of issues we need to talk about, across the generations.
Celebrate Reading can only succeed if people of different ages and cultures and perspectives have read several
authors before they come to our full morning of opening and closing readings and three break-out sessions.
Though our primary mission is to serve middle, high school and college students to conversation with writers
and life-long readers, we also aim to serve elders, book club members, teachers and libraries to a free and
rewarding interchange with the writers they chose to read. Our festival participants, whether young or
seasoned, are also invited to talk about writing craft for several genres, and to enjoy (and gain in) the arts of
story-telling, readers’ theatre, and performance poetry.
And of course our audience will have plenty of opportunity to celebrate literary arts, written and oral, at the
two reading performances. As in the case of last year, we are serving our younger readers (and some of their
teachers and relatives) to an opening reading likeliest to please many and offend few. Kealoha will greet the
larger audience in the Art Department, and introduce young adult novelist Neal Shusterman (a New Yorker
now living in California), poet Brandy McDougall, Washington’s Terry Trueman, and Nyla Fujii-Babb, who
will tell a story about Hawaiian activism.
Celebrate Reading can only succeed if people of different
ages and cultures and perspectives have read several
authors before they come to our full morning of opening
and closing readings and three break-out sessions.
Our morning readings in the HIG Auditorium (which seats only 122, so come early enough to be comfortable)
will be from Rodney Morales’s novel When the Shark Bites, Lisa Linn Kanae’s new collection of short stories,
Dave Stannard’s non-fiction Honor Killing, and Neal Shusterman’s longish novel Unwind.
Given the loss of 17 school days this year, Celebrate Reading has committed to adding a rich day on Oahu and
to flying in authors popular with teen readers. But that doesn’t mean we are forgetting the importance of listing
books that engage readers of all ages. The University of Hawaii book club was fully engaged by Terry
Trueman’s Stuck in Neutral, narrated a teen whose cerebral palsy is so severe that his father and mother and
brother and sister have no idea how brilliant and funny and loving he is. The companion novel Cruise Control
lets us meet the same family, but the narrator is a seventeen-year-old athlete who loves and protects his
afflicted brother but is ashamed to have a brother who cannot (he thinks) understand brotherhood or desire or
their father’s motives in hurting the family he loves. For those of us interested in the impact of suicide on a
family but who don’t want to feel depressed there is No Right Turn. These novels may be short but they’ll
leave us talking at length.
Neal Shusterman has written so many entertaining novels that it was tough to list just a couple. We went with
what will help families to deep conversations and readers to entertaining, exciting reading. Unwind never sits
long on the library shelf. Imagine a future when right-to-lifers warred against those insisting on the right of
choice, until government forces had to step in and give us an American state under a well-controlled
Kapa Cloth Page 15
compromise. Life if sacred at conception, but about editing Lucky Come Hawaii, and Kate Elliott
parents can choose to share parts of a teenager, leading conversation about making plot work, and
making him or her more useful to society and its our visiting novelists discussing their craft, and
advanced medical know-how, until life becomes three poets—Mahealani Perez-Wendt, Brandy
sacred again at eighteen. The Schwa Was Here McDougall, and Joe Tsujimoto—talking about
affords a humorous take on social invisibility and writing poetry, there will be a range of support for
the force of friendship, and gives us insights into writers of all ages and tastes.
family and economic pressures. (Its companion
novel, Antsy Does Time, has just come out in We understand that this year our younger readers
paperback.) will find it hard to read more than two authors
before coming to the festival, so we have arranged
Though Scott Westerfeld cannot attend the for Nyla Fujii-Babb and Will Hao to present
festival, we have master fantasy serial novelist readers’ theatre, drawing on work from Kanae,
Kate Elliott prepared to lead discussion on his four Morales, and Jon Shirota’s important historical
linked novels. (We are already lining up Suzanne fiction about an Okinawan family’s response to the
Collins for next year, though runaway interest in bombing of Pearl Harbor.
The Hunger Games and Catching Fire may
prevent her coming as far as Hawaii.) Fantasy fans As usual, we link with Children’s Literature of
will be pleased to know that in addition to Unwind Hawaii in the year of their conference, and so we
and Uglies, Pretties, Specials and Extras they can have invited Korean-American novelist Nora Okja
talk about Memory (with Linda Nagata) and that Keller to discuss A Single Shard and My Name
they can buy Nagata’s YA science fiction novel Was Keoko with teachers and those teenagers who
Skye Object 3270A online at mythicisland.com for are interested in the writing of Linda Sue Park,
only three dollars. There’s an element of fantasy in who will be coming to Hawaii on June 17-19, and
Robert Barclay’s treatment of his mythological leading a writing workshop for teens.
characters in the novel Melal, set in the Marshall
Islands, which you can enjoy discussing with him. To connect with Celebrate Reading’s Big Island
and Maui programs, join our commitment to
We understand that it’s most exciting to meet the literary service-learning commitment, help plan
authors you read, but as we cannot afford to bring future Celebrate Reading festivals, or discuss any
Sherman Alexie here, we can at least sit down in aspect of the schedules you see posted, please
each other’s company and enjoy talking about the contact Lorna Hershinow at
two books that best serve our range of readers. email@example.com or call 239-9726.
Tony Castanha, who teaches Native American
Indian literature at the University of Manoa’s
Ethnic Studies department, will make it easy for
you to express what you don’t like as well as what
you admire in Alexie’s novels. Hawaii’s world
famous novelist and travel writer who was to join
us this year, Paul Theroux, will be off-island in
April to promote his latest book, but his friend Pat
Wood, who will return to discuss Lottery, has
spent many hours discussing with him how he
managed to create his teenage narrator in The
Mosquito Coast and to show us America and
Honduras and dangerous parenting through a kid’s Authors Neal Shusterman and Terry Trueman
We feel very fortunate to be able to feature a non-
fiction writer of such strong literature as David
Stannard, whose Honor Killing wakes us to an The flyer and schedule for the
ugly history of racial injustice in Hawaii. And this
Celebrate Reading Festival on
leading historian can talk with power about writing
from research. With Rodney Morales and Robert Oahu is available at the HWP
Barclay talking about composing short stories website at
(please ask Lorna Hershinow for a packet of short www.hawaii.edu/hwp.
stories, including some works by Ian MacMillan,
that they can draw on), and Pat Matsueda talking
Kapa Cloth Page 16
Kapa Cloth Page 17
HWP Alu mn i In vited to
A perfect follow-up to the Celebrate
Parti cip ate i n W riting Reading Festival and the Writing
Craft Wo rksh ops an d Craft Workshops is the
Reunio n Lun ch eo n
HWP 2010 Reading-Writing
A special invitation goes out to Connections Institute
our HWP alumni who want to
continue their professional
development in elements of from June 21 to July 2 on Oahu.
writing craft. Lorna Check out the flyer on page 18 and
Hershinow, HWP teacher- at the HWP websites:
consultant and the Director of Celebrate Reading www.hawaii.edu/hwp or
for more than a dozen years, has worked hard to http://coe.hawaii.edu/departments/projects/
offer a wide variety of writing craft workshops this HWP.
year at the Celebrate Reading Festival, taking
place on Oahu on April 17 at the University of
Hawaii at Manoa. Teachers will be able to join
authors and other facilitators who will discuss the To HWP or not to HWP
nuances of authors’ craft in several different
genres. Ever wondered how to make plot really
work in fictional writing? If so, then join author
To HWP, or not to HWP:
Kate Elliot and others to learn more. Want to learn that is the question.
more about how to use research effectively in non- Whether ‘tis nobler in the mind to
fiction writing? You will have an opportunity to do suffer teaching summer school
just that with Dave Stannard, author of Honor
& the slings & arrows of miserable
Killing. If you would like to learn more about how
to help your students (or yourself) write science student prisoners,
fiction, then ask science fiction author Linda Or to make an investment
Nagata during this writing craft workshop. Or in my career,
perhaps the craft of poetry is more intriguing to & by doing so, improve
you? Then join authors Joe Tsujimoto or Brandy
McDougall and Mahealani Perez-Wendt for their my teaching skills?
discussions on writing poetry. Other craft To vacation; to sleep;
workshops will focus on performance poetry (with To fantasize sleep.
Kealoha), readers’ theater (with Nyla Fujii-Babb But really to do chores.
and William Hao), creating a believable voice
(with Patricia Wood), writing short stories (with
Ay, there’s the rub -
Rodney Morales), conversations on the craft of the For with HWP what creative
novel (with Neil Shusterman). dreams will be unleashed?
From 11:45 a.m. to 12:30 p.m., join other HWP
alumni for a Reunion Luncheon in Kuykendall Laura R. Peterson
Hall. This will be a wonderful opportunity to Moloka’i High
become reacquainted with other HWP teachers and School
to learn more about what’s happening with the Special Education
Hawaii Writing Project. To reserve a seat at the Resource Room
HWP Reunion Luncheon April 17, please r.s.v.p.
to Rhonda Nowak, HWP Director, at
firstname.lastname@example.org. Deadline for registering for
the Reunion Luncheon is April 10.
Hope to see you there as we continue to Anthologies from the Moloka`i and Oahu
celebrate reading and writing in Invitational Summer Institutes are available
Hawai`i! at the HWP website: www.hawaii.edu/hwp.
Kapa Cloth Page 18
U N I V E R S I T Y O F H A W A I ‘ I A T M A N O A
“Suppor ting Local Literacy Le aders hip”
Reading-Writing Con n ection s In sti tute
Oahu - June 21st through July 2nd 2010
Time: 8:30 a.m. to 3 p.m. Monday-Friday
A few support sessions will be scheduled during the 2010-2011 school year.
Location: University of Hawai`i at Manoa or other Oahu location TBA
Facilitators: Sharan Moncur, HWP Teacher-Consultant, and Rhonda Nowak, HWP Director
Cost: $50 donation to HWP *
The HWP Reading-Writing Connections Institute revolves around these key features:
• Examining current theory and research on reading-writing connections;
• Teachers reading and writing and reconnecting with their own reading-writing processes;
• Teaching about reading-writing connections and sharing feedback with colleagues.
Teachers who participate in the Invitational Summer Institute will read and discuss professional
literature, write and participate in writing and lesson study groups, observe, teach, and discuss
demonstration lessons, and select a follow-up inquiry project related to writing to pursue in their
HWP Summer Institutes have power; they change people, making good teachers even better.
Please join us this summer, and bring a friend or a colleague to share your experience.
Teachers earn five DOE professional development credits after they complete the institute and a
classroom inquiry project. To earn DOE PD credits, teachers must register for the institute at the DOE
professional development website: https://pde3.k12.hi.us.
* Teachers can earn three graduate credits in the Department of Curriculum Studies, College of
Education (EDCS 640-M) after they complete the institute and a classroom inquiry project. To earn
graduate credits, teachers must register and pay for the course through Outreach College at UHM.
Graduate course fees are separate from the HWP donation. Information about graduate course fees
and registration is available at: http://www.outreach.hawaii.edu.
For questions about the HWP Summer Institutes, please contact Rhonda Nowak, HWP Director,
at email@example.com or 808-956-5359.
See Page 8 to register for the institute with HWP.
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HWP Author Spotlight
By Shel Hershinow, Past HWP Director
1983 Invit ational Inst itute & 1992 Teacher Research Institut e
When I attended my first like Kenji, could cross over into a different New
session at the Annual York world to work in the business library and eye
Meeting of the National the coeds. Joe, like Kenji, eventually went to City
Writing Project in 1989, I College of New York and graduated with honors.
was surprised to learn that the While still in New York, he taught at Taconic Prison
keynote address would be before enlisting in the Air Force during the Vietnam
given by Joe Tsujimoto, a 7th War. In the book, Kenji works his way through
and 8th grade teacher at several love affairs, an unsuccessful marriage that
Punahou School. Joe’s takes him to upcountry Maui, divorce, a return to
speech that day in Baltimore Manhattan, and finally back to Hawai`i. It seems
was truly impressive, full of passion for teaching and clear that Joe’s life has followed a similar pattern.
a strong belief that teachers need to reach students First arriving in Hawai`i in 1975, he later received an
through their hearts, which Joe persuasively argued MA from UH and has taught at Seabury Hall on
can best be done through poetry. Joe’s speech Maui, Iolani, and, since 1981, at Punahou.
included many poems written by his students,
especially poems about teachers. The 500 or so
writing project site directors and teacher-consultants “I could just imagine him
responded enthusiastically. It was a truly inspiring saying, ‘I’m so cool, my
speech. So inspiring that only later was I able reflect
on my surprise that this Japanese-American teacher shades are so rad, those kids
from Punahou spoke with a Bronx accent. probably never had a cooler
I now know that Joe’s life has been full of surprises.
teacher.” – Joe’s student
This master teacher who at one time was a finalist for
the Disney Channel’s Teacher of the Year Award, is So what is this mold-breaking, passionate master
a member of the NWP Advisory Board and has also teacher really like? Here’s the way one of his
served on the English Coalition Conference, the students has described him (as quoted in Joe’s 1989
NCTE Commission on Curriculum, and the National speech):
Board for Professional Teaching Standards. He is the
author of two pedagogical texts—the award-winning “. . . I could feel the tension. I was getting some
Teaching Poetry Writing to Adolescents (NCTE, pretty negative vibes. The teacher was a short,
1988) and Lighting Fires: How the Passionate chubby man. He had sunglasses sitting on his head,
Teacher Engages Adolescent Writers which we learned would never ever come off, only
(Boynton/Cook, 2001). He is also the author of many when we listened to some pretty lame music and he
poems and short stories published in Bamboo Ridge lowered them over his eyes. He bopped his head
and elsewhere, and winner of the 2008 Cades Award front and back, over and over. I could just imagine
for an emerging writer after the publication of his him saying, ‘I’m so cool, my shades are so rad, those
first book of fiction,. It is hard to believe that this kids probably never had a cooler teacher. If I get
highly acclaimed professional nearly didn’t finish any cooler the magma in the earth’s core would
high school, much less college. freeze over.’” - Donovan Oda (Grade 8)
As revealed in Joe’s semi-autobiographical collection In typical fashion, Joe accepts such a description as a
of short fiction Morningside Heights: New York backhanded compliment and a sign that the student
Stories (Bamboo Ridge Press, 2008), Joe, like the has gained a measure of confidence as a writer. In a
book’s protagonist, Kenji, grew up on the streets of a 1984 article of Joe’s called “Revisioning the Whole”
tough neighborhood in upper west-side (English Journal), he emphasizes that revision in
Manhattan near Harlem. Fortunately, Morningside writing can be thought of as re-visioning or re-seeing.
Heights is also near Columbia University, where Joe, He suggests using memory revision, in which
Kapa Cloth Page 20
students re-write a paper without having access to
their earlier draft(s). "Many of my students . . . write
papers of greater conciseness and precision,
centering their discussions on the more important
points—which, consistently, are those that they
To me the concept of re-visioning serves as a perfect
metaphor for the life of this wonderfully surprising
teacher and leader. During his life he has frequently
re-envisioned who he is, what he wants to be, and
what makes a good teacher. And as an educator he
constantly encourages his students and colleagues to
re-see who they are, what they can accomplish, what Joe is one of the featured authors at this year’s
good writing is, and what good teaching is. What is Celebrate Reading Festival, taking place April 17
consistent throughout Joe’s pedagogical writings at UHM. For more information about Joe’s
over the past 25 years is the importance of the presentation and other sessions at the Celebrate
teacher’s persona. An integral part of good teaching, Reading Festival, check out the schedule on the
Joe insists in various ways, is the teacher’s unique HWP website at www.hawaii.edu/hwp
personality. Love of learning, love of the subject,
love of our students. We reach our students, he says,
through the heart.
Soaring verdant peaks, majestic and regal,
Like reigning ali`i, silent and starting,
Rulers of the scared `aina,
these are the Ko`olau.
Home to coursing waterfalls, which surge and beat
Like ancient drums, thrumming a refrain
While cascading down mountain ravines.
These are the Ko`olau.
Born of volcanic thrust, green and lush,
Like Hawaiian warriors, strong and proud,
Guardians of O`ahu’s windward side,
These are the Ko`olau.
Spanning heaven and earth,
Ko`olau’s jagged summits penetrate swirling clouds,
While deep fissures, like legendary Night Marcher trails,
With hints of wind-whispered oli drifting in the air,
Stretch ever down and join the sea.
Residing in their shadow,
I know reverence.
HWP Teacher Tribute
- Sharan Moncur
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HWP Teacher Tribute
By Lorna Hershinow, Kat Muranaka, Dan Noia, Mae Oshiro, and Liz Shiraki
2008 Lit erature Inst itute
When Asa Shimabukuro activities and texts) to enter that exhilarating
Yamashita died so world.”
suddenly and in such a
tragic way on Feb. 27, Asa’s husband Bryan wrote a note on the family card
2009, her loss afflicted not sent out in appreciation to the large circle who had
only her family, her mourned with them: “Asa really enjoyed being an
school and community, HWP fellow.”
and those who came to
care about Asa through Asa enjoyed so much. At her funeral, her family
hearing the story of her life. Hawaii Writing Project members and friends spoke of love, and asked us in
also lost a new leader. She brought teachers together her name to go out and read. We ask you to read the
at the June 2008 Literature Institute., proving to be words of Asa’s teaching demo partner at the
one of the quickest to appreciate readings, eager to Literature Institute, the tributes written by three of
discuss new ideas about reading and writing, the first her long-standing and close colleagues who became
to laugh, and an inspiration to us all in loving her her friends at Wai’anae, and finally to hear from Liz
challenging life. She quite obviously loved her young Shiraki, co-facilitator of the 2008 Literature Institute,
daughters and her husband; she also loved her who had taught with Bryan long before she met his
colleagues and the many students at Wai’anae High wonderful wife. We hope you will read fiction and
School where she served as head of the English poetry and non-fiction, in company with your
Department and a literacy coach. students and their families, and then join Asa’s
students at the Celebrate Reading Festival this year.
When she reflected on her two-week experience in Oahu’s 2010 festival will be dedicated to Asa
the HWP Literature Institute, it is easy to feel her Yamashita. Here are some memories of Asa shared
energetic embrace of whatever she turned to. She by her friends and colleagues.
loved seeing literature circles from the inside:
“Being in a literature circle will make me more
empathetic with students when they are in lit For someone so petite, Asa packed a wallop (an H
circles themselves. I now understand their bomb)! For two whole weeks in June 2008, a small
discomfort—how do you talk about a book when group of literature teachers shared in Asa’s wisdom
you aren’t sure you understand it? How do you and presence. We talked about Kauai resident Hart
give your opinion without being overbearing? Hemmings's The Descendants, poems, short stories
But I can also now authentically share with them and essays. We shared personal insights, laughed
the benefits of a lit circle—how it encourages about the lighter things in life, and shared special
you to keep reading, how you can have a place moments.
to ask questions, and how one person’s thoughts
can seed another’s.” One special moment for me was having the
opportunity to partner with Asa for a teaching
She loved teaching and learning activities that demonstration. The high school where I worked was
fostered joy and independence in student reading, and moving into inclusion and I wanted to experience
she supported student reading for years. She said, beforehand what that would look and feel like. I
asked Asa if I could work with her for the teaching
“The Lit Institute has reminded me that deep demonstration and she graciously accepted the
reading is a joyous experience. I am going to give challenge.
each teacher in my department (and therefore their
students) as many doors as possible (via various a Asa and I worked together to complete a lesson plan
about the Narrative of the Life of Frederick
Kapa Cloth Page 22
Douglass. Several revisions of the lesson plan were earthly limitations, but a part of me still selfishly
made before two minds were woven into one. The wishes that we could have put on those name tags
experience was priceless. I learned the importance of together so that I would still have my friend here with
developing a greater measure of humility in order to me to return to.
work collaboratively with others. Asa was genuinely
humble, even though she was highly educated and Dan Noia
her teaching talents were well honed.
The night of the Wai`anae High School candlelight
I admired Asa’s genuine and frank responses to the vigil, I wanted to share my thoughts about Asa but
selected readings. She truly loved and understood was a little hesitant. I thought about reading Walt
literature and her passion for reading was infectious. Whitman’s poem to Abraham Lincoln, “O Captain,
My Captain,” because that’s what she was in a way.
Kat Muranaka She was our—certainly my—leader. Like Abraham
Lincoln, she helped us be a little free. She couldn't
Asa and I were often asked by students if we were lift me free from oppression, but she helped me free
sisters. It was a running joke because aside from the myself from my own frustrations. I can’t even
fact that both of us had Asian roots, wore glasses and remember how many times I went to her office to
had shades of color in our hair that weren’t present at vent about something that didn’t really matter, and
birth, it’s obvious that our family trees weren’t she would turn to me and laugh. Or say, “Thank you
planted in the same grove. We did, however, share a for caring.” It is really hard to be mad when someone
forgetfulness gene that definitely contributed to says "Thank you" or “Mr. Noia, it’s good you notice
sisterly bonding. and thank you for noticing.” That kills your anger. I
would walk away from her office wondering why I
We would joke about having to wear, “If found, was upset in the first place.
please return to…” name tags in our old age in case
we lost our sense of direction. She would constantly
misplace her glasses, keys, cell phone and pretty “Like a strong leader, Asa never
much anything else that wasn’t permanently said I was wrong. She would only
connected to her body. My search-and-rescue pattern ask me questions.”
pretty much mirrored hers. We always credited the
forgetfulness as a sign of higher intelligence. At
least, that was our story! I gave her a small pouch to In the same vein, one day she said to me after I asked
store things in because I had noticed that her pockets my students to do some exercises with the dictionary,
were constantly overflowing with things that she was “Well, thank you for teaching them. If you didn’t
concerned she might lose. She wore it every day to teach them they wouldn’t know.” Again, I couldn’t
work and, like her pockets once did, the pouch complain about how my students didn’t know how to
overflowed with important items that she didn’t want use the dictionary. You can’t complain when
to put aside. someone says “Thank you.” We still do those
exercises, and I no longer get frustrated.
Since February 27th, I’ve found myself carrying
around my own crowded pouch of memories from Like a strong leader, Asa never said I was wrong. She
our friendship: her thankfulness for the blessings of would only ask me questions. I remember one day
faith, family and friends in her life. The excitement when I first started teaching at Wai'anae High how
and nervous anticipation she felt as she talked about she sat with me for about an hour planning a project
becoming a parent. The incidents arising from her for my students. In that one hour, she never
self-acknowledged questionable driving habits. said "Don’t do this" or "Don’t do that.” It was pure
Watching her pluck a mouse off a sticky trap in an questions. “What if. . .?” “How would you . . . ? “
effort to save its life. Her ability to use her sense of “What’s the step after this. . . ?" I later returned to her
humor with effortless timing. The sound of her and said thanks for helping me plan. Of course she
clunking children’s sized sandals going up and down wouldn’t accept the thank you, saying only that I was
the hallways. Her willingness to put her life on hold the one who had planned it out.
to spend time just listening to anyone who needed a
friendly ear and an open mind. Her humble inability Wai`anae High School owes a lot to Asa, just as
to see the difference her personal effort made to America owes a lot to Lincoln. She helped this
literacy at our school. school grow and change. She helped the students of
this school learn to read. She helped the teachers
I know that her spirit is now free to provide so much become better teachers. I don’t think any of the
more strength and guidance than it could from its English teachers here would be who they are if it
weren’t for her and her work.
Kapa Cloth Page 23
It is true what they say: You don’t realize what you when I spoke up. Though the team credited me, it
have until it’s gone. I don’t hear “thank you” as was really Asa who helped me to speak up because I
much. So I try to say thanks to others. I don’t see too knew what to say. She was just like that—always
many people around with an optimistic, cheerful thinking of others. She tried to convince me to stay in
attitude. I try—that’s all I can say. I have to share curriculum by saying, “Sometimes you need to look
what she has taught me. What Lincoln was to at how much more of an influence you can be.” She
Whitman, Asa was to me. She is someone I will was like that—though small in stature, very
always admire. influential in a big nurturing and caring way.
Mae Oshiro Liz Shiraki
I knew Asa Yamashita as having a nurturing and I had heard of Asa long before I met her. Her
caring personality. I first met her in 2002 at Wai`anae husband, Bryan, was my colleague when I first
High School. She was taking the year off to adopt her started teaching at Farrington High School. Even
daughter, Katie, from China, and she was on campus though we were in different departments, we were
helping her substitute plan for the upcoming weeks. collegial friends. He lent me his Volkswagen van
She readily invited me to see her classroom setup and one time. We went on a service project to Moloka`i
share some lesson plans. I could tell she loved for the Sierra Club together and hacked at lantana for
teaching and interacting with students. She was a weekend in Kalaupapa.
always there ready to help her colleagues grow to
become a master teacher like her. I knew that he was a fantastic teacher, and he was
also the advisor for the Key Club, which was the
other way that I knew about him—through the
“Asa just knew how to bring out
students that we shared. When he decided to leave
the best in people. Her nurturing Farrington to live and teach on the leeward side of
and caring personality just fit her the island, there was much grumbling among the
position as a literacy coach and students that he was going to marry Asa, a former
the English department head. She Farrington graduate who was active in the Farrington
Alumni Community Foundation. My students were
knew how to get the best out of
not happy that he left, but they still celebrated the
the teachers she worked with and many contributions that he had made to Farrington
her friends.” while he was there, awarding him the Farrington
Way Award for his tireless service and excellence.
I later found out she was a class advisor when I was And then, we lost touch.
asked to be one, too. The class advisors always had
monthly night outs together; we all became close So in the spring of 2008, when we brought all the
friends outside of school. We would go places future participants of the summer Hawai`i Writing
together with our kids. Our kids knew each other and Project institutes together, and I saw the name Asa
called the other advisors their aunties. We would take Yamashita, I did not make the connection.
the kids miniature golfing, swimming, eating. I
remember it was Aunty Asa that organized our last It wasn’t until the pause when we were waiting for
movie get-together. We met at Pearl Highlands on a Asa on the first day of the summer institute, after
Sunday afternoon to see the movie, “Bolt.” Asa came everyone else had found the White House at
with her daughters Katie and Tori, and all of us came Windward Community College, and we were
with our children came, too. We all had fun as it was wondering whether to begin or to wait for her that I
a day of laughter and good times. thought to myself, “Hey, I might know who this is!”
Asa just knew how to bring out the best in people. Then Asa came into the room, self-deprecating,
Her nurturing and caring personality just fit her energetic, ready to get started, and I knew she had to
position as a literacy coach and the English be Bryan’s wife. I was immediately impressed by her
department head. She knew how to get the best out of intelligence that was evident in her sense of humor,
the teachers she worked with and her friends. She and over the next two weeks I came to be impressed
often made us look good. Like the time we sat down by her kindness. She was excited about the great
together to go over the accreditation report because things that were happening at Wai`anae High—most
she knew I would be meeting with the accreditation of which were the direct result of her unceasing
team. She helped me understand everything going on effort. I had the opportunity during the snack breaks
at the school, which was beneficial for the school to talk with her about the school-wide reading
Kapa Cloth Page 24
program she was leading, learned how she was time at home, that for the two weeks she was in the
supporting the teachers and the students at her school institute she might have been neglecting her two
with her separate reading library of books that daughters.
incorporated forgiveness for lost books rather than a
bill or loss of borrowing/reading privileges until the I learned later, from her former classmates and
book was returned. Her policies made sense and were teachers at Farrington that this approach was typical
focused only on increasing the amount that students Asa. She had a reputation for demanding a rationale
read. That was her bottom line. from teachers she worked with for the decisions they
I watched her think her way through the institute. She
was just checking us out, she said, taking the I also watched her work her way through the
literature institute herself before recommending it to institute. She collaborated with each of us, always
the rest of the teachers at her school, because she bringing a unique perspective and incredible energy
didn’t want them to waste their time if what we did to every partnership, every literature circle, and every
would not help them to teach their students to reach author visitation. By the end of the institute, we were
the state standards. She was a diligent watchdog for all astounded by her and we all loved her. As much
them, assessing whether or not all of the reading we as I miss knowing that there is an Asa working in
required was truly necessary, evaluating the lessons Wai`anae, as much as I ache for Bryan and his
we demonstrated, the options we gave, the way we daughter’s incomprehensible loss, I feel privileged
incorporated the state standards into our activities. that I had the chance to meet her during that slice of
She worried about the demands that we made on her the summer in 2008.
warm, still, murky-green,
reflecting the translucent sky.
one much older than the other.
Photo: Nuuanu Reservoir Hats, side by side,
Grandpa and Blake, 2006 taking in the warmth of the sun.
A young, anxious hand,
on a wise and wrinkled neck.
looking in hope at the water of possibilities.
The moment - gone:
“Grandpa, Grandpa! Where are the fish?!”
“Shhhh… you have to be quiet… you’ll scare them away!”
“Awww… how long is it going to take?”
to have captured
A perfect picture.
B y Steph anie Fu ruta
Kapa Cloth Page 25
Kudos to HWP Alumni
By Shel Hershinow, Past HWP Director
Robert Barclay (2006 Writing Across the Mike Leidemann (2008)— The Wife Chronicles.
Curriculum) published a collection of short stories Mike teaches Journalism and English at Honolulu
published—Hawai`i Smiles: Island Stories (Lo`ihi Community College.
Press, 2009). Robert teaches English at Windward
Community College. Chris McKinney (1997 Writing Across the
Curriculum) has published a new novel, Mililani
Mauka (Mutual Publishing, 2009). Chris teaches
Manoa Professor of Education Ann Shea Bayer English at Honolulu Community College.
(former co-director of HWP, co-leader of 1984, ‘85,
‘86 Invitational Institutes) published Going Against Joe Tsujimoto (1983 Invitational, 1992 Teacher
the Grain: When Professionals in Hawai`i Choose Research) received the Elliot Cades Award for
Public Schools Instead of Private Schools (UH Press, Literature for an Emerging Writer after publication
2009). An article about the book was featured in the last year of his first book of fiction, Morningside
Insight section of the Honolulu Star-Bulletin on Heights: New York Stories. Joe teaches 7th and 8th
Sunday July 19, 2009. grade English at Punahou School.
Patrice Wilson (1997 Literature Institute) published
Elynne Chung (1995 Invitational) was a semi- a poetry collection—On Neither Side (Finishing Line
finalist for the 2009 Masayuki Tokioka Excellence in Press, 2009). Patrice teaches English at Hawai`i
School Leadership Award. Elynne is Principal of Pacific University.
Pearl Harbor Kai Elementary School.
3 HWP alums were on panels at the 2009 National
UH-Hilo Instructor Karla Hayashi (1991 Writing Conference for Asian American Studies in Honolulu.
Across the Curriculum, 1994 Big Island, 2000 WAC Panel on GAMEN: SOURCE OF STRENGTH OR
Assessment) will co-present Reaching Across the SUFFERING IN SILENCE?: Mavis Hara (1981
Street: A Collaborative Effort Between High School Invitational; Panel on TRANSPACIFIC
and College Composition Faculty at the Conference REMNANTS OF WAR: Juliet Kono Lee (1991
on College Composition and Communication in San Invitational, 1993 Literature) and Joe Tsujimoto
Francisco next March. (1983 Invitational, 1992 Teacher Research). Mavis
teaches at KCC, Juliet at LCC, and Joe at Punahou
Shel Hershinow (Past-Director of HWP) has School.
recently been awarded the status of Professor
Emeritus of UHCCs. 18 HWP alums were on the program and two others
served as coordinators for the 2nd Annual UHCC Best
Krista Hiser (Co-director 2009 Maui CC Institute) Practices in Assessment Conference March 23-24,
has won the Board of Regents’ Excellence in 2009 at WCC. From HawCC: Trina Nahm-Mijo
Teaching Award for Kapi`olani Community College (2000 WAC), Joni Onishi (1991 WAC); from
where she teaches Developmental and Freshman HonCC: Cynthia Smith (1992 WAC); from KapCC:
English. Leigh Dooley (1996 WAC, 1997 Literature), Ann
Inoshita (2009 WAC), Susan Inouye (1996 WAC),
Ann Inoshita (2009 Writing Across the Curriculum) Davin Kubota (2008/9 WAC, 2009 WAC
had a short play Wea I Stay: A Play in Hawai`i Assessment), Sharon Rowe (2004 WAC
included in Kuma Kahua Theatre’s collaborative end- Assessment); LeewardCC: Jean Hara (1996 WAC),
of summer production The Statehood Project Janice Ito (1990 WAC), Sandra Kelley (1992
celebrating 50 years of Hawai`i Statehood. Ann WAC, 2002 WAC Assessment), Gail Levy (1991
teaches English at Kapi`olani Community College. WAC, 1993 Invitational), Lani Uyeno (1980
Invitational); from MauiCC: B.K. Griesemer (1989
WAC); from WindwardCC: Pamela DaGrossa
Lorey Ishihara (1995 Invitational) of Kahuku High (2007 WAC, 2009 WAC Assessment), Ellen Ishida-
had a group of her students place 1st in the Hawai`i Babineau (1991 WAC, 2002 WAC Assessment),
History Day competition and qualify for the National (Frank Palacat (2002 WAC, 2003 WAC
History Day competition. Assessment), Jean Shibuya (1982 Invitational).
Kapa Cloth Page 26
3 HWP alums were on the program for the 2009 “Connecting school and community: Senior projects
Celebrate Reading Festival on O`ahu: Mavis Hara as place-based critical inquiry,” which appeared in
(1981 Invitational) and Joe Tsujimoto (1989 Teaching in Changing and Challenging Times: A
Invitational, 1992 Teacher Research) were guest Japan/US International Education Conference,
authors, while Abdul Karim Khan (1999 WAC) University of Hawai`i at Manoa College of Education
was a discussion leader. Mavis teaches English at and Bukkyo International Conference, Honolulu, HI.
KCC, Joe English at Punahou, and Karim History at
LCC. Wima Chulakote (2007 Olomana Institute) was
named 2010 State Teacher of the Year. Wima teaches
6 HWP alums had stories or poems recorded for Mathematics at Olomana School, which serves at-
broadcast on KHPR’s radio show “Aloha Shorts”— risk students, grades 7-12.
Mavis Hara (1981 Invitational), Juliet Kono Lee,
(1991 Invitational, 1993 Literature), Tracee Lee
(2003 WAC and WAC Assessment), “Turning
Haole;” Linda Nishioka (1996 Literature Institute,
1999 Advanced Essay Institute), “Kilani Bakery Children’ s Li terature
Obaason” (poem); Bill Teter (1990 Invitational), Haw ai`i
“Ha`ina Ka Poana;” Joe Tsujimoto (1983
Invitational, 1992 Teacher Research), “Trick or
Treat.” Tracee now lives in Los Angeles, Mavis the 15 thBienn ial Conference on
teaches at KapCC, Juliet at LCC, Linda at Mililani Literature and Hawai` i’s Children
High, Bill at UH Lab School, and Joe at Punahou.
Frank Mattos (1993 WAC) has received a Inven ting Worlds,
Chancellor’s Award for Outstanding Service. Newly Imagin ary and R eal
retired from Windward Community College, Frank
for many years helped to coordinate the Celebrate June 17-19, 2010
Reading program at Windward schools.
University of Hawai`i at Manoa
Kelikokauaikokai (Liko) Hoe (2006 WAC Institute)
has won the Board of Regents’ Francis Davis Award
for Excellence in Undergraduate Teaching. Liko Featured Guests
teaches Hawaiian Studies at Windward CC.
Linda Sue Park,
Laura Lees (2009 WAC ) has won the Board of
Newbery Award-winning author of
Regents’ Excellence in Teaching Award for Maui CC
where she teaches English. A Single Shard
Cathy Kanoelani Ikeda (2000 Big Isle, 2001 Big &
Isle Literature), has had two poems (“Pity” and “Max Brian Selznick,
was hea”) included in Ho`okupu—An Offering of
Literature by Native Hawaiian Women (Mutual
Caldecott Award-winning illustrator
Publishing, 2009). Cathy teaches at Kamehameha of The Invention of Hugo Cabret
School on the Big Island. She has co-directed several
summer institutes and is K-12 Director of the newly This FREE event welcomes everyone
created Lehua Writing Project.
interested in discussing, using, or
Rhonda Nowak (HWP Director) published a book creating children’s literature.
chapter, “Place-conscious learning: Bringing local
culture and community into the curriculum,” which
she co-authored with Donna Grace, president of the For more information, leave a message
Hawaii Council of Teachers of English and chair of at the CLH office, 956-7559 or
the Institute for Teacher Education at the University CLH@hawaii.edu or visit
of Hawaii at Manoa, College of Education. The
chapter appears in the book, In the spirit of Ubuntu:
Stories of teaching and research, edited by D.M.
Caracciolo and A.M. Mungai, and published by
Sense Publications. Rhonda also published an article,
Kapa Cloth Page 27
U N I V E R S I T Y O F H A W A I ‘ I A T M A N O A
“Suppor ting Local Literacy Le aders hip”
HWP Mission Statement
The HWP is an affiliated site of the National Writing Project, a national, federally funded
professional development network. The mission of the Hawai`i Writing Project (HWP) is to
improve and integrate the teaching of writing and reading in Hawai`i's schools. Committed to
serving the broadest range of teachers and students in Hawai`i, the HWP is particularly interested
• Helping teachers to understand the power of writing as a way of learning in all subject
areas, connecting reading, writing, and thinking.
• Honoring Hawai`i's diverse peoples, rich cultural heritage, language, and unique island
• Working in partnership with others for the betterment of education and community in
HWP Leadership Teams
Invitational Summer Institute
o Academic Vocabulary Institute
o Reading Writing Connections HWP Leadership Teams work
Institute on planning and implementing
specific HWP programs. If you
Site-Based Professional Development
have participated in one of our
Writing across the Curriculum for HWP programs or institutes and
College Faculty would like to join a Leadership
Celebrate Reading Books Clubs and Team, please let us know. Your
Festivals voice and support are greatly
HWP Publicity & Publications appreciated!
Hawai`i Writing Project
University of Hawai`i at Manoa, College of Education
1776 University Ave., Everly Hall Room 224
Honolulu, HI 96822
808-956-5359 or 808-956-4401