Choosing Your Own ERWC Adventure

By Jennifer Fletcher

As an 80s kid, I well remember the joys of reading Edward Packard’s “Choose Your Own Adventure” series of books. There was something thrilling–and slightly subversive–about being in control of the narrative. Choice confers power. It’s one thing to be the person just following the script, quite another to be a co-constructor of meaning.

This is what I love about ERWC: through the choices they make about learning goals and experiences, teachers and students act as co-designers of the implemented curriculum. One of the exciting changes to ERWC is that teachers now have the opportunity to create their own customized pathways from a wide selection of modules. ERWC 3.0 is the DIY ERWC. The new curriculum includes over sixty full-length modules for grades eleven and twelve, fourteen mini-modules, and nine full-length modules for grades nine and ten. Teachers now choose five to six full-length modules and five mini-modules (including two portfolio modules) to create a yearlong course.

If you are building your own ERWC 3.0 course for the first time, you might want to experiment with different combinations of modules before deciding on an instructional sequence. Each pathway has its own flavor and rhythm. Try starting by pairing full-length modules with mini-modules that foster rhetorical thinking. “Introducing the Rhetorical Situation,” “Introducing Ethos, Pathos, and Logos,” and “Introducing Genre as Rhetoric” make a great starter kit.

As you design your yearlong experience, you’ll also find that different pathways are driven by different areas of emphasis. Some, for instance, might have a special emphasis on particular literacy skills, such as argumentation or genre analysis, while others might focus on a theme, such as social justice, adolescence, or the environment. It will be up to you to create a cohesive, progressive course suited to your students’ needs and interests.

Keep in mind that you will probably need to add or remove scaffolding depending on your module sequence. Your students should need less support as the year progresses. That means that you might be able to drop more activities from the later modules, provided your students are already doing things like surveying and annotating texts on their own. If, however, you find that students still need lots of support for reading and writing rhetorically, you’ll want to continue modeling and practicing these skills in class.

ERWC 3.0 offers a “choose your own adventure” approach to curriculum and instruction. The pathway you choose should take you and your students on a meaningful intellectual journey.

A final bit of advice and encouragement as you embark on this adventure:

  • The repeated turns through the ERWC arc are strategic and intentional. Allow time for the spiraling; extended practice leads to automaticity.
  • Know that you and your students will experience productive struggle. Resist the urge to slip back to your comfort zone. Productive struggle is the path to mastery.
  • Remember that the curriculum runs on inquiry and discussion. Expand opportunities for students to interact with their peers and do their own thinking.
  • Read the Teacher Versions, Module Overviews, and Module Plans. They’re your guides to instructional decision making.
  • If you’re taking a student-centered, inquiry-based, rhetorical approach to texts, you’re doing ERWC!

Jennifer Fletcher is a Professor of English at California State University, Monterey Bay and a former high school teacher. She serves as the Chair of the ERWC Steering Committee. You can follow her on Twitter at @JenJFletcher.

Welcome!

by Jennifer Fletcher

Welcome to the ERWC blog! We envision this blog as a way for ERWC teachers to dig into the nuts and bolts of the curriculum: to share teaching tips and success stories, explore problems of practice together, and ground ourselves in the key principles and frameworks that make the curriculum work for all students.

Here you’ll find advice from colleagues on teaching signature ERWC activities, such as descriptive outlining and rhetorical analysis. You’ll also find strategies for designing a year-long course, teaching a particular module, or using the ERWC Assignment Template to create your own units. And we’ll share “think pieces” on some of the larger issues that impact our work as educators, including the importance of culturally sustaining pedagogies.

We hope these bite-sized bits of professional learning sustain your connection to the ERWC community (now over 15,000 educators strong!) and support your essential work in the classroom. We’d love to hear from you, too, about how you make ERWC work—and how you make it better.

ERWC has always been about more than the modules. Teacher collaboration and expertise are the magic ingredients that make the curriculum effective. We’re delighted to invite you to join us in spreading more of that magic around!

To subscribe to the ERWC blog, please click on the button that says, “Follow.” Submissions for blog posts may be sent to Jennifer Fletcher at jfletcher@csumb.edu. Please see the publication criteria on the “Writing for the ERWC Blog” page. For more information on the California State University’s Expository Reading and Writing Curriculum (ERWC), including how to register for an ERWC workshop, please visit the following websites:

ERWC Online Community:
https://writing.csusuccess.org/
CSU Center for the Advancement of Reading and Writing: https://www2.calstate.edu/CAR/Pages/erwc.aspx
ERWC Workshop Registration:
https://www2.calstate.edu/CAR/Pages/professional-learning-workshops.aspx

Jennifer Fletcher is a Professor of English at California State University, Monterey Bay and the Chair of the ERWC Steering Committee. You can follow her on Twitter @JenJFletcher.