The CWP is offering mini-grants to Teacher-Consultants for up to $1000 for innovative projects related to writing in their classrooms or school districts. The purpose of these mini grants is to support the research that teachers began during their CWP Summer Institute (SI).  Priority will be given to teachers who are doing action research or who can show that their mini grant will have a direct impact on their students.

To apply for a mini-grant:

  • The applicant must be a Teacher-Consultant (TC) of the Connecticut Writing Project-Storrs.
  • Priority will be given to those TCs who participated during the Pandemic Summers of 2020, 2021, and 2022.
  • The deadline to apply is 11:59 PM on April 14, 2023.
  • Funds must be expended by August 30, 2023!
  • Applicants can receive up to $1000.

Go HERE to apply!



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)..."

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 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