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​Addison, J., & McGee, S. J. (2010). Writing in high school/writing in college: Research trends and future directions. College Composition and Communication, 147-179.

Allen, L., Likens, A., and McNamara, D. (2018). Writing flexibility in argumentative essays: a multidimensional analysis. Reading and Writing. 32. 10.1007/s11145-018-9921-y.

• The authors examine the relations between linguistic flexibility, reading comprehension ability, and feedback in the context of an automated writing evaluation system. Findings provide evidence that skilled writers demonstrate linguistic flexibility across the argumentative essays they wrote. However, analysis also shows that lower-level feedback has little to no impact on students' essays. These results give insights into the role of flexibility in argumentative writing skill. 

Alvermann, D. E., & Sanders, R. K. (2019). Adolescent literacy in a digital world. The international encyclopedia of media literacy, 1-6.

Applebee, A. N., & Langer, J. A. (2011). " EJ" Extra: A Snapshot of Writing Instruction in Middle Schools and High Schools. The English Journal, 100(6), 14-27.
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Applebee, A. N., Langer, J. A., Nystrand, M., & Gamoran, A. (2003). Discussion-based approaches to developing understanding: Classroom instruction and student performance in middle and high school English. American Educational Research Journal, 40(3), 685-730.

Bennett, E., Vu, P., & Vu, L. (2022). Effects of structured writing strategies in the high school history classroom. Social Studies Research and Practice. Chicago

Berne, J. (2009). The writing-rich high school classroom: Engaging students in the writing workshop. Guilford Press.

Birr Moje, E., Overby, M., Tysvaer, N., & Morris, K. (2008). The complex world of adolescent literacy: Myths, motivations, and mysteries. Harvard educational review, 78(1), 107-154.

Chalk, J. C., Hagan-Burke, S., & Burke, M. D. (2005). The effects of self-regulated strategy development on the writing process for high school students with learning disabilities. Learning Disability Quarterly, 28(1), 75-87.

Chen, V., Olson, C. B., & Chung, H. Q. (2020). Understanding Proficiency: Analyzing the Characteristics of Secondary Students’ On-Demand Analytical Essay Writing. The Journal of Writing Assessment, 13(1).

• This study investigated the different characteristics of not-pass, adequate-pass, and strong-pass text-based, analytical essays written by middle and high school students.. Results revealed the use of relevant summary was an important difference between not-pass and adequate-pass essays where significantly more adequate-pass essays used summary in a purposeful rather than general way. ​

Collins, P., Tate, T., Warschauer, M. (2019).  Technology as a lever for adolescent writing, Policy Insights from the Behavioral and Brain Sciences, (1)8.  DOI:  10.1177/2372732219836440
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• ​Most U.S. adolescents are failing to develop the writing skills critical for college and career readiness.
• Digital tools can play an important role in improving adolescents’ writing achievement when the focus of technology use is on writing instruction.
• Providing easy-to-use technology and technical support to teachers facilitates their integrating digital tools to support curricular goals.
• Professional development for teachers should focus on how to leverage digital tools to deliver evidence-based writing instruction.
• Systematic and explicit instruction can help improve adolescent writing through scientifically based strategies for writing and the writing process, as well as how to make effective use of digital tools as part of the writing process. ​​

Coxhead, A., & Byrd, P. (2007). Preparing writing teachers to teach the vocabulary and grammar of academic prose. Journal of second language writing, 16(3), 129-147.

Crossley, S. A., Weston, J. L., McLain Sullivan, S. T., & McNamara, D. S. (2011). The development of writing proficiency as a function of grade level: A linguistic analysis. Written Communication, 28(3), 282-311.

De La Paz, S., & Felton, M. K. (2010). Reading and writing from multiple source documents in history: Effects of strategy instruction with low to average high school writers. Contemporary Educational Psychology, 35(3), 174-192.

De La Paz, S., Monte‐Sano, C., Felton, M., Croninger, R., Jackson, C., & Piantedosi, K. W. (2017). A historical writing apprenticeship for adolescents: Integrating disciplinary learning with cognitive strategies. Reading Research Quarterly, 52(1), 31-52.

De La Paz, S., Wissinger, D. R., Gross, M., & Butler, C. (2021). Strategies that promote historical reasoning and contextualization: a pilot intervention with urban high school students. Reading and Writing, 1-24.

De Smet, M. J., Broekkamp, H., Brand‐Gruwel, S., & Kirschner, P. A. (2011). Effects of electronic outlining on students' argumentative writing performance. Journal of computer assisted learning, 27(6), 557-574.

Espin, C., Wallace, T., Campbell, H., Lembke, E. S., Long, J. D., & Ticha, R. (2008). Curriculum-based measurement in writing: Predicting the success of high-school students on state standards tests. Exceptional Children, 74(2), 174-193.

Fanetti, S., Bushrow, K. M., & DeWeese, D. L. (2010). Closing the gap between high school writing instruction and college writing expectations. English Journal, 77-83.

Fisher, D. (2003). Writing instruction for struggling adolescent readers: A gradual release model. Journal of Adolescent & Adult Literacy, 46(5), 396.

Gillespie, A., Graham, S., Kiuhara, S., & Hebert, M. (2014). High school teachers use of writing to support students’ learning: A national survey. Reading and Writing, 27(6), 1043-1072.

Giouroukakis, V., Kramer-Vida, L., Siegel, K., & Jaccarino, V. (2021). Addressing the High School and College Writing Gap: Democratizing Writing Instruction. THE ENGLISH RECORD, 30.

Graham, S., Bruch, J., Fitzgerald, J., Friedrich, L., Furgeson, J., Greene, K., Kim, J., Lyskawa, J., Olson, C.B., & Smither Wulsin, C. (2016). Teaching secondary students to write effectively (NCEE2017-4002). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://whatworks.ed.gov

• This report offers three evidence-based recommendations for teaching 6-12th grade students to write effectively, with copious examples and useful tools for educators to implement in their classrooms.

Graham, S. & Hebert, M. "Writing to read: A meta-analysis of the impact of writing and writing instruction on reading." Harvard Educational Review 81.4 (2011): 710-744.

• Reading is critical to students' success in and out of school. One potential means for improving students' reading is writing. In this meta-analysis of true and quasi-experiments, Graham and Herbert present evidence that writing about material read improves students' comprehension of it; that teaching students how to write improves their reading comprehension, reading fluency, and word reading; and that increasing how much students write enhances their reading comprehension. These findings provide empirical support for long-standing beliefs about the power of writing to facilitate reading.

Greiner, A., & Collet, V. (2021). " We Should Do This All Year!": Confidence through Collaborative Writing. English Journal, 110(6), 52-59.

Gunel, M., Hand, B., & McDermott, M. A. (2009). Writing for different audiences: Effects on high-school students' conceptual understanding of biology. Learning and instruction, 19(4), 354-367.

Herda, M. D. (2021). The correlation between playing mobile online games and students' writing skill of Junior High School Eight Graders in MTsN 3 Malang (Doctoral dissertation, Universitas Islam Negeri Maulana Malik Ibrahim).

Howell, E., Butler, T., & Reinking, D. (2017). Integrating multimodal arguments into high school writing instruction. Journal of Literacy Research, 49(2), 181-209.

Jacobson, L. T., & Reid, R. (2010). Improving the persuasive essay writing of high school students with ADHD. Exceptional Children, 76(2), 157-174.

Kavytska, T., Shovkovyi, V., & Osidak, V. (2021). Source-Based Writing in Secondary School: Challenges and Accomplishments. In Teaching Practices and Equitable Learning in Children's Language Education (pp. 63-83). IGI Global.
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Ketter, J., & Pool, J. (2001). Exploring the impact of a high-stakes direct writing assessment in two high school classrooms. Research in the Teaching of English, 344-393.

Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136.

Leekeenan, K., & White, H. (2021). Recognition and Respect: Centering Students' Voices through Writing Groups. English Journal, 110(4), 92-99.
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Lin, T. J., Nagpal, M., VanDerHeide, J., Ha, S. Y., & Newell, G. (2020). Instructional patterns for the teaching and learning of argumentative writing in high school English language arts classrooms. READING AND WRITING

• ​This exploratory study identifed instructional patterns for the teaching and learning of argumentative writing by observing 187 English language arts class sessions taught by 31 highly regarded high school English language arts teachers (529 students; 40% of the students were males). ​

Lutviana, R., & Mafulah, S. (2021). The use of slang words in online learning context of EFL class. EnJourMe (English Journal of Merdeka): Culture, Language, and Teaching of English, 6(1).

Matuchniak, T., Olson, C. B., & Scarcella, R. (2014). Examining the text-based, on-demand, analytical writing of mainstreamed Latino English learners in a randomized field trial of the Pathway Project intervention. Reading and Writing, 27(6), 973-994.

• This study examines how the Pathway Project intervention impacted English Learners’ abilities to analyze literature, use academic words, and include commentary in their essays, finding significant effects of the intervention.​​

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Miller, K. A. (2021). A Qualitative Case Study of the Perceptions of the Effectiveness of High School Writing Instruction (Doctoral dissertation, Evangel University).

Ming, N. (2021). Pedagogical implications of error analysis on English writing in the high school. Educational Research and Reviews. 3(2).
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Mahaney, L. (2021). Implementing Process Pedagogy in the High School Classroom: How to Improve Student Writing While Helping Students Enjoy Writing.

Mpofu, N., & Mncedisi, C. (2020). PEDAGOGICAL PRACTICES INVOLVED IN INTEGRATING ENGLISH LANGUAGE SKILLS IN SUBJECT-SPECIFIC LEARNING: A CASE OF HIGH SCHOOL TEACHERS. International Journal of Education, 8(4), 664-675.

Newell, G. E., Bloome, D., & Hirvela, A. (2015). Teaching and learning argumentative writing in high school English language arts classrooms. Routledge.

Newell, G. E., VanDerHeide, J., & Olsen, A. W. (2014). High school English language arts teachers' argumentative epistemologies for teaching writing. Research in the Teaching of English, 95-119.
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Nguyễn, T. L. (2021). Using Collaborative Writing to Enhance Writing Skills for Secondary School Students (Doctoral dissertation).

Nugroho, S. A. (2021). Improving the writing skill of the students using peer-editing. International Journal of English Literature Social Sciences, 6(2).

Olson, C. B., & Land, R. (2007). A cognitive strategies approach to reading and writing instruction for English language learners in secondary school. Research in the Teaching of English, 269-303.​​

• The study examines the effects of a cognitive strategies approach to improving secondary reading and writing. Teachers and students were exposed to an extensive set of cognitive strategies and a wide array of curricular approaches to use in a manner designed to cultivate deep knowledge and application of those strategies in reading and writing over an extended period of time consistency of positive outcomes on multiple measures strongly points to the efficacy of using this approach.

Olson, C. B., Matuchniak, T., Chung, H. Q., Stumpf, R., & Farkas, G. (2017). Reducing achievement gaps in academic writing for Latinos and English learners in Grades 7–12. Journal of Educational Psychology, 109(1), 1. 

• This study reports 2 years of findings from a randomized controlled trial designed to replicate and demonstrate the efficacy of an existing, successful professional development program, the Pathway Project, that uses a cognitive strategies approach to text-based analytical writing.

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Okome, E. O., Danner, R. B., & Ofuani, F. N. Effects of three instructional strategies on senior secondary school students’ achievement in summary writing. Journal of Teaching and Teacher Education, 9(1).

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English, 104-120.

Patterson, J. P., & Duer, D. (2006). High school teaching and college expectations in writing and reading. English Journal, 81-87.

Pitri, H. (2021). Students' perceptions on descriptive writing through outdoor learning at junior high school. Tebo (Doctoral dissertation, Bahasa Inggris).
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Purcell, K., Buchanan, J., & Friedrich, L. (2013). The impact of digital tools on student writing and how writing is taught in schools. Washington, DC: Pew Research Center.

Rimayah, E. N., Rozak, A., & Mascita, D. E. (2021). Students’ attitudes and behaviors in collaborative writing: A case in an Indonesian secondary school. Research and Innovation in Language Learning, 4(1), 99-102.
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Rohmah, S., Pahlevi, M. R., & Al Baekani, A. K. (2021). The Students’ Senior High School Experiences in Poetry Reading Activities Assisted Vocabulary Learning: Narrative Inquiry. EDUKATIF: JURNAL ILMU PENDIDIKAN, 3(5), 3026-3034.

Roscoe, R. D., & McNamara, D. S. (2013). Writing Pal: Feasibility of an intelligent writing strategy tutor in the high school classroom. Journal of Educational Psychology, 105(4), 1010.

Sampson, V., Enderle, P., Grooms, J., & Witte, S. (2013). Writing to learn by learning to write during the school science laboratory: Helping middle and high school students develop argumentative writing skills as they learn core ideas. Science Education, 97(5), 643-670.

Scherff, L., & Piazza, C. (2005). The more things change, the more they stay the same: A survey of high school students' writing experiences. Research in the Teaching of English, 271-304.

Schunn, C., Godley, A., & DeMartino, S. (2016). The reliability and validity of peer review of writing in high school AP English classes. Journal of Adolescent & Adult Literacy, 60(1), 13-23.

Schwartz, L. H. (2015). A funds of knowledge approach to the appropriation of new media in a high school writing classroom. Interactive Learning Environments, 23(5), 595-612.

Sengupta, S. (2000). An investigation into the effects of revision strategy instruction on L2 secondary school learners. system, 28(1), 97-113.

Shibata, N. The Efficiency of Flash Writing Tasks on Japanese High School Students’ Writing and Speaking Skills.
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Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. Tesol Quarterly, 46(2), 334-361.

Slater, W. H., & Horstman, F. R. (2002). Teaching reading and writing to struggling middle school and high school students: The case for reciprocal teaching. Preventing School Failure: Alternative Education for Children and Youth, 46(4), 163-166.

Somjai, S., & Soontornwipast, K. (2020). The Integration of Implicit and Explicit Vocabulary Instruction, Project-Based Learning, Multimedia, and Experiential Learning to Improve Thai EFL Senior High School Students’ Vocabulary Ability. Arab World English Journal (AWEJ) Special Issue on CALL, (6).
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Strobl, C., Ailhaud, E., Benetos, K., Devitt, A., Kruse, O., Proske, A., & Rapp, C. (2019). Digital support for academic writing: A review of technologies and pedagogies. Computers & Education, 131, 33-48.

Spence, L. K., Costa, P. J., & Cullars, A. (2021). “They’re Killing our Imaginations”: Dialogue and Reflexive Writing Development in Historically Marginalized Students. Reading Research Quarterly.

Tate, T. & Warschauer, M. (2018).  Going Beyond “That Was Fun”:  Measuring Writing Motivation, Journal of Writing Analytics, 2, 257-279.

• One of the most important malleable factors involved in improving student writing is motivation, particularly for secondary school students.  This research note systematically examines the measures of writing motivation for students in grades 4–12 used by researchers over the last ten years and summarizes their psychometric and measurement properties to the extent provided in the underlying literature. This collection of measures and their properties and features is designed to make researchers more aware of the various options and to point out the need for additional measures. ​

Uccelli, P., Dobbs, C. L., & Scott, J. (2013). Mastering academic language: Organization and stance in the persuasive writing of high school students. Written Communication, 30(1), 36-62.

Villalón, R., Mateos, M., & Cuevas, I. (2015). High school boys’ and girls’ writing conceptions and writing self-efficacy beliefs: what is their role in writing performance?. Educational Psychology, 35(6), 653-674.

Villarreal, I., & Munarriz-Ibarrola, M. (2021). “Together we do better”: The effect of pair and group work on young EFL learners’ written texts and attitudes. Working Collaboratively in Second/Foreign Language Learning, 30, 89.

Walker, B., Shippen, M. E., Alberto, P., Houchins, D. E., & Cihak, D. F. (2005). Using the expressive writing program to improve the writing skills of high school students with learning disabilities. Learning Disabilities Research & Practice, 20(3), 175-183.

Washington, E. S. (2021). Bridging the Gap between Secondary Writing Instruction and Post-Secondary Writing Needs.

Wexler, J., Mitchell, M. A., Clancy, E. E., & Silverman, R. D. (2017). An investigation of literacy practices in high school science classrooms. Reading & Writing Quarterly, 33(3), 258-277.

​Wong, B. Y., Kuperis, S., Jamieson, D., Keller, L., & Cull-Hewitt, R. (2002). Effects of guided journal writing on students' story understanding. The Journal of Educational Research, 95(3), 179-191.

Zhang, Q. (2020). The impact of collaborative writing on English continuation tasks of senior high school students. International Journal of TESOL Studies, 2(4), 64-79.