# data[].attributes.body
This awareness of their own power “to read between the lines,” as one student put it, has the capacity to increase students’ engagement with reading and subsequently help them become rhetorical writers who are capable of wielding words with greater nuance, agility, and influence. (Pg. 4)

# data[].attributes.body
"Effective ERWC classrooms thus prepare students to

participate more fully in university-level academic work, workplace collaborations, and civic activities by inviting students to share their thinking, make choices about which direction to go, and agentively

advance their own learning" (5).

# data[].attributes.body
"Its (ERWC) flexibility addresses more than the needs of the struggling learner, however; it cultivates

practices that support all learners, including high-

performers as well as

students who struggle in

a variety of ways" (7).

# data[].attributes.body
Because reading and writing are communicative acts embedded

in complex sociocultural contexts, in teaching reading and writing, we are facilitating an important meeting of minds and life worlds on page

and screen. (2)

# data[].attributes.body
"As they learn to read like writers (Bunn 2011), students come to understand how writers attempt to

influence their readers. And as they work with their peers and teachers to collaboratively sort out what

they think (see section below on student

-centered discussion), the power dynamics in the classroom begin

to shift" (4).

# data[].attributes.body
"The curriculum also guides

students and teachers in identifying criteria and evidence that will indicate the achievement of the

learning goals and facilitate ongoing formative assessment for learning" (6).

# data[].attributes.body
"To foster classroom communities where it is not only safe for students to ask questions and share uncertainty, but encouraged, takes time and repeated opportunities" (6).

# data[].attributes.body
"Rich conversations also offer all members of the classroom community many models for thinking - everyone has access to others' thought processes and use of language, both in terms of comprehension strategies and rhetorical perspective taking." (5)

# data[].attributes.body
"The ERWC aims to facilitate students’ success through a rigorous curriculum that supports them in
learning to interpret and produce the many types of complex texts they will encounter, and be expected to
synthesize, critique, and use in post-secondary education and the globalizing world of work."(3)

# data[].attributes.body
"...student-centered, text-rich English Language Arts program that balances learner engagement with substantive prep in rhetorical reading and writing." (3).
Also have to add that I agreed with the part about remediation coming with students working together to problem solve with text-rich material along with setting goals to help synthesize and critique varied genres.

# data[].attributes.body
I like the concept that ERWC offers "Culturally Sustaining Pedagogies An assets-based instructional approach is integral to ERWC’s design, which is intended to support students’ engagement with one another” (2).

# data[].attributes.body
Overview section--

The document as a whole serves as an ongoing resource for individual and collective inquiry into WHY ERWC recommends that teachers do what they do in particular ways.

# data[].attributes.body
"Importantly, ERWC’s emphasis on classroom conversation gives students repeated

openings to reflect metacognitively on their unique internal processes; as they consider their own thinking

processes and externalize them through conversation, their internal practices become available for

discussion and accessible for modification." (5).

# data[].attributes.body
"To foste

r classroom communities where it is not only safe for students to ask questions and share

uncertainty, but encouraged, takes time and

repeated opportunities

" (6).

# data[].attributes.body
ERWC’s commitment to extensive opportunities for student discussions (i

n pairs, trios, small groups, and

whole class) is rooted in two related ideas: learning is social and learning leads development. (4)

# data[].attributes.body
My golden lines are from page 6: "To foster classroom communities where it is not only safe for students to ask questions and share

uncertainty, but encouraged, ...When students can risk admitting

confusion... their skills and disciplinary expertise expand as does their confidence... this hard work fosters

intellectual growth and agency.

# data[].attributes.body
"ERWC is not about fixing or repairing individuals, groups of students, or

teachers, nor is it about the kind of prescription or over-scaffolding that characterize deficit-oriented

remedial programs" (1)