Write 4 Change (W4C) has four activity cycles each year to maximize collaboration and flexibility.

  • Anyone can jump into an activity cycle and know others will be active in the community during that period (including ‘alumni’), though in reality people will be interacting and posting regularly even between cycles
  • Teachers can keep the same group on W4C over time (adding, extending, or adapting projects as they go) or bring on new students each activity cycle
  • The longer activity cycles (10 weeks) allow enough time for school breaks, testing, and other activities while still keeping everyone involved


Each activity cycle has a theme.

  • The themes help orient members to key ideas about writing & change
  • Each activity cycle theme has an orientation module that explains the theme
  • Each activity cycle theme also connects to focal skills that will help participants engage in productive digital citizenship and writing practices


Activity cycles are made up of projects and challenges.

  • Every week the moderators will issue a W4C challenge that will get everyone talking and interacting (submit challenge ideas to moderators!). These challenges connect to the focal skills for each cycle to put them into practice.
  • Each activity cycle focuses on three projects that students complete (individually or in groups). There is a lot of flexibility about which projects to include, and teachers are encouraged to develop (and share!) their own projects that suit the needs of their curriculum and school context
  • Students should freely share other writing they are doing (projects and challenges represent only one way to have common touchpoints)


Each activity cycle has its own inquiry to action sequence (moving people from thinking to doing).

  • We have a flexible curriculum that encourages students to move from inquiry to action every 6-10 weeks (we call these three projects “collections”)
  • There are multiple pathways to participation. Teachers and students can customize, adapt, or mix and match projects depending on their purposes or share other content not reflected in the shared curriculum
  • Teachers and students should choose (or develop) content based on interests and needs