Category: CRC

Meet our publication team!

11/27/2018

Each year, our Student Press Initiative publishes 20+ books in collaboration with student authors across the world. The creation of published work is no small feat, and we could not see these projects through to fruition without our team of publication coaches, who dedicate their time and expertise to each and every written piece. Each member of this team comes to us with deep content and pedagogical knowledge, and a passion for literacy, especially when it comes to creative writing.

Our publication team works alongside teachers to:

Imagine and define the genre, audience, and purpose of each project
Identify desired learning objectives, essential questions, and targeted Common Core Standards that the project will address
Support the thoughtful analysis of mentor texts to inform student writing
Establish systems and structures to promote peer revision and editing
Support with project management, including: production calendars, overall objectives, and publication deadlines
Produce book release celebrations, where student authors often see their published work for the first time. These celebrations bring authors together and allow space for students to read their pieces to a wider audience.

MEET THE TEAM

DAVID BAKSH
Collaborating with the Global Learning Collaborative, a high school in Manhattan, on a publication that will consist of advice-based narratives written for incoming freshman.

JORGE BELTRAN
Along with Brian Veprek, Jorge is supporting projects at Fordham Leadership Academy in the Bronx. These projects are focused on the college essays of 12th grade students, as well as personal narratives with 9th and 10th grade ENL students.

BRAD CAMPION
Supporting a project at Morris Academy of Collaborative Studies in the South Bronx, which will feature the work of students in the school's peer mentor program.

DR. CRISTINA ROMEO COMPTON
Working alongside long-time partner Hoboken High School in implementing a personal narrative project with their 11th grade students.

JENN DeCERFF
Collaborating on a project at East River Academy on Rikers Island, which will feature reflective essays written by 18-21 year old students.

G. FAITH LITTLE
Working alongside teachers at Osborne High School in Georgia, designing and implementing projects in three of their classrooms.

VAN ANH TRAN
Supporting an inter-disciplinary project with 12th grade teachers at Westchester Square Academy in the Bronx.

BRIAN VEPREK
Along with Jorge Beltran, Brian is supporting projects at Fordham Leadership Academy in the Bronx. These projects are focused on the college essays of 12th grade students, as well as personal narratives with 9th and 10th grade ENL students.

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The value of student publishing

10/24/2018

The Student Press Initiative is celebrating its 16th year of publishing student work, and our publication team is excited to continue empowering schools & students as they go public with their writing this year. Last year, we worked alongside schools in New York, North Carolina, Georgia, and Singapore to create 18 student-authored publications focused on everything from surviving high school to dystopian futures.

More publications are already in the works for this year, including one from our long-term partner, the Morris Academy of Collaborative Studies, whose students will be publishing their 10th anthology this spring.

Why student publishing?

Establishing voices as writers: by engaging in intensive genre study of real-world texts, including analysis of content, structure, and craft, students can hone their individual writing skills.

Higher levels of engagement: What are your favorite texts? Who are your favorite authors? Questions like this can help breed inspiration at the start of a publication project, and they allow teachers and students to build upon their shared interests. When working together for a common goal, students are more engaged and more enthusiastic in their learning.

Connecting writing to a larger purpose: Student writing is often read by one person (a teacher), and for one reason (a grade). Writing for an authentic audience and purpose allows students to gain skills and perspectives that will serve them beyond the classroom.