Writing Instruction

This article presents evidence-based practices (EBPs) for teaching writing to school-aged students. These practices were drawn from over 20 meta-analyses examining true- and quasi-experiments testing specific writing interventions. The EBPs are presented within the context of two primary theories that have been influential in shaping our understanding of writing and writing development. The social/contextual view of writing emphasizes the importance of context in writing development, including the role of social, cultural, historical, and institutional factors. The cognitive/motivational view stresses the importance of developing students' writing skills, strategies, knowledge, and motivation. Recommendations and caveats for applying the evidence-based writing practices identified here are examined.