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Our previous post highlighted several evidence-based strategies for teaching secondary students to write effectively. In this guide, a panel of experienced writing teachers and writing researchers outline ways to implement high-leverage practices for writing in secondary classrooms across content areas. The third recommendation, informed in part by the work of WRITE Center leader Dr. Carol Booth Olson, is to use assessment to inform instruction. While many experienced educators recognize the value of frequent and formative assessment, the guide offers new and informative methods for better leveraging assessment and feedback to drive student growth.   Our previous post highlighted several evidence-based strategies for teaching secondary students to write effectively. In the IES Educator's Guide, a panel of experienced writing teachers and writing researchers outline ways to implement high-leverage practices for writing in secondary classrooms across content areas. The second recommendation, informed in part by the work of WRITE Center leader Dr. Carol Booth Olson, is to combine reading and writing together in an activity or assignment to help students learn about important text feautres and how to implement them for different purposes.
Feel free to take a closer look at Recommendation 2 in the IES Guide, which includes strategies like teaching students to disitngush the features of strong writing before applying these features to their own writing in the same genre. The example below illustrates how one might use reading strategies to help students write strong interpretive essays: Our post from last week highlighted several evidence-based strategies for teaching secondary students to write effectively. In this guide, a panel of experienced writing teachers and writing researchers outline ways to implement high-leverage practices for writing in secondary classrooms across content areas. One recommendation, informed in part by the work of WRITE Center leader Dr. Carol Booth Olson, is to explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle.
Dr. Olson's work focuses on modeling cognitive strategies that experienced writers use and teaching students to incorporate these strategies in their writing. Much of her work also involves how these strategies can be used to improve the academic writing of English learners. Feel free to take a closer look at Recommendation 1 in the IES Guide, which includes strategies like the use of color-coding to evaluate student writing (seen below). The Educators' Guide also offers a number of suggestions on how to get more traction with these strategies if students are struggling. Check out these three recommendations for teaching secondary students to write effectively. The authors, including WRITE center leaders Carol Booth Olson and Steve Graham, consider two decades of writing research and practice in order to find the three best evidence-based practices for improving student writing. This comprehensive resource describes these high-leverage practices, illustrates how to use them in the classroom, and offers tools for educators such as planning guides, genre-specific sentence starters, and student checklists for source-based argument writing. Please subscribe to our website or follow us on twitter for future updates!  Interested in guest blogging for the National WRITE Center? See our guidelines by clicking here.
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WRITE Center: Writing Research to Improve Teaching and EvaluationThe research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C190007 to University of California, Irvine. In 2025 the National Writing Project took over management of this website and project resources. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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