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Continuing Education

Turning Stories into Essays: Fostering Community and Developing Academic Writing Skills

Date: 5:00pm - 7:00pm PDT October 17, 2012 Location: Lewis & Clark Graduate Campus

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Lewis & Clark Graduate Campus

We all have students who are brilliant at telling stories but struggle when it comes to academic writing. In this workshop we will explore strategies for developing personal essays by building on that narrative knack. We will take our strongest resources - the stories of our lives and our interest in other people’s stories - and turn them into persuasive position papers.

By writing our essays from shared stories, we will get smarter about making clear arguments, using evidence convincingly and structuring essays. Maybe more significantly we will come to know the people around us in a more profound way, grounding our work in a community of trust and support. Along the way we will also practice techniques for listening carefully, thinking critically as well as some straight-ahead revision strategies.

Credit option: This workshop is part of the “Rethinking Schools Series”. Each workshop in the Rethinking Schools Series can be taken individually or in sequence, with the option to purchase 1 semester hour of continuing education credit after completing all 5 in the series. Registration for credit will occur at the last workshop in this series.

Instructor: Mark Hansen, M.A.T.

About the Instructor

OWP adjunct instructor Mark Hansen, M.A.T. ‘01 has taught 2nd, 3rd, and 4th grades in Portland Public Schools. In 2010-2011 he was an OWP teacher consultant in five K-8 schools where he presented writing workshops and/or facilitated peer observations, discussions, and lesson planning around writing. He has published articles inRethinking Schools magazine and presented workshops regionally and nationally. During the last two summers he co-taught OWP’s Invitational Summer Institute with Linda Christensen, OWP director. Mark’s article, “Writing for Justice: Persuasion from the Inside Out,” has just recently been published in Rethinking Schools magazine.

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