Paul M. Rogers

Paul M. Rogers

Dr. Paul M. Rogers is an Assistant Professor of English at George Mason University and the Director of the Northern Virginia Writing Project. In addition to working with K-12 teachers throughout Northern Virginia, he teaches courses in writing, including graduate seminars in composition theory and research methods in professional writing and rhetoric.

Dr. Paul M. Rogers argues that the often disregarded social dimensions of writing hold great importance.

Dr. Paul M. Rogers unpacks the connection between reading and writing.

Ultimately, students should feel proud of their finished writing products. 

To maintain motivation and encourage positive emotional experiences with writing, wield the red pen with care.

Modeling the writing process is one of the most powerful strategies in writing instruction.

Dr. Paul M. Rogers explains why it is difficult to map out the sequence of writing development.

Dr. Rogers identifies what good writing instruction looks like.

Dr. Paul Rogers discusses the implications of the Common Core Standards.

Dr. Paul Rogers reminds teachers to include narrative and creative writing opportunities.

When used effectively, mentor texts offer relatable insights into authors and the written works they have produced.

In the twenty-first century, it is necessary to introduce students to a wider repertoire of writing and writing tools.

Journaling is an excellent—and engaging—approach to writing to learn.

Peer response offers multiple streams of input.

Dr. Paul Rogers discusses possible ways for student writing to reach real audiences.

Dr. Paul Rogers discusses the importance—and excitement—of an author visiting the classroom.

Ways to motivate struggling and reluctant writers include offering freedom of choice and creating opportunities for writing that are not associated with assessment.

Dr. Paul Rogers explains the concept of Play-Doh revisions.

When supporting ELLs as writers, tap into the language strengths they bring to the classroom.

Technology tools for writing increase engagement and accessibility. 

Parents can support young writers by modeling writing behaviors, making writing a family activity, and staying informed about what writing instruction at school looks like.

Dr. Paul Rogers suggests that schools and libraries host family writing nights.

Typically, teachers receive little preparation to teach writing.

Dr. Paul Rogers discusses the National Writing Project.

Dr. Paul Rogers advocates for teachers remaining true to their values when assessing writing.

Biography

Paul M. Rogers is an Associate Professor of English and the Associate Chair of the English department at George Mason University. He is also a Senior Scholar for the Center for the Advancement of Well Being. His recent publications include the co-edited volumes: International Advances in Writing Research: Cultures, Places, and Measures; Writing Across the Curriculum: A Critical Sourcebook; and Traditions of Writing Research. 

Rogers was a 2008 recipient of American Association of Colleges & Universities K. Patricia Cross Award for leadership in higher education, and a co-recipient of National Council of Teachers of English 2009 Janet Emig Award for research in English education. Dr. Rogers current research projects includes a study on the relationship of written communication and social innovation, and an extended research study aimed at improving dissertation writing and supervision.

Rogers has led a variety of initiatives focused on advancing social innovation and well-being. He works on the Stanford Study of Writing research team, and is a founding leader and the corresponding secretary for the International Society for the Advancement of Writing Research.

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