Mini-Grants

CWPMiniGrant

CWP offers mini grants to Teacher Consultants for up to $500 for innovative projects related to writing in their classrooms or school districts.

To apply for a mini-grant, the applicant must be a Teacher-Consultant (TC) of the Connecticut Writing Project. TCs must submit a two-page proposal for what they plan to do and how they plan to spend the grant money. At the beginning of the second semester, grant recipients must submit a one-page status report. By the end of the academic and fiscal year, the grant money must be spent appropriately, and the recipient must submit a publishable five-page report on the results of the project and the use of the money. Copies of receipts must also be submitted. There is no deadline for application. Grants will be awarded as they are submitted, but the project must be completed by the end of that school year, and the money must likewise be spent by then. Applicants can receive up to $500.

 

Proposals

For applicant reference, the following are examples of successful past proposals.

Jon Andersen

"I am writing to apply for a Connecticut Writing Project Teacher Mini-Grant to use towards our work in the English area at Quinebaug Valley Community College. For me, one of the most intriguing and provocative short articles we were required to read in the 2009 C.W.P. Summer Institute in Storrs was “Raising the Bar for Classroom Publication: Building a Student Press Initiative,” by Erik Gordon. Gordon describes how he used his experience in publishing to create an ongoing Student Press Initiative in New York City Public Schools. I have long felt that publication for an audience is an important tool for motivating not only student production but student revision of original texts, and that too often the students who stand to benefit the most from publication are the least likely to have the opportunity to work towards publication. Like Gordon, I am keenly interested in ways to “not only democratize students’ opportunities to publish, but also, more importantly, raise the bar for what, and how, and why students write” (63)..."

(To see the full proposal, view the PDF of Jon Andersen's Proposal).

Hannah Magnan

"I would like to explore the effect that independent, self-selected reading materials have on students’ attitudes towards reading and writing.  To do this, I will first have students complete a survey of attitudes about reading and writing to establish a baseline.  Then, I will use this grant to purchase several books, (listed below). This will allow me to create a “mini-library” of high interest materials that reluctant readers will be able to read without support. Alongside their reading, they will complete a series of individualized, low-stakes assignments (ungraded writing practice with everything from basic comprehension, to connections with the text, to persuasive assignments in which they convince their peers to read their books, etc.). With this, I hope to develop an independent reading and writing model (in addition to the school-mandated class work that we currently do) that will help them break through their hesitance to try to read and write anything, and will help me break through my propensity for literary vivisection and constant grading. At the end of the unit, I will have students reflect on the unit, their books, and their enjoyment of reading independently. I will also ask them for suggestions on how they’d like to practice their reading and writing skills in the future..."

(To see the full proposal, view the PDF of Hannah Magnan's Proposal).

To read research reports from previous mini-grant participants, visit the Teacher-As-Researcher page.

For more information regarding minigrant application, contact: Jason Courtmanche, CWP Director at (860) 486-2328 or via email at:jason.courtmanche@uconn.edu.