Our approach is based on strategy instruction, which is an evidence-based approach to writing instruction (e.g., Graham & Perin, 2007). Strategy instruction refers to the explicit instruction of writing tasks and processes. In addition, we emphasize the development of self-regulation and students’ independence as writers and learners. In this approach students are taught how to go through the writing process by being strategic and by making in advance thoughtful choices regarding the type of writing they do, the length of their response and its format, and the planning and evaluation strategies they use. Students thoughtfully reflect on their effort and progress, evaluate their learning goals and set new goals for improvement.
Overall, in this approach, students are supported to develop their own strategies that will help them be self-regulated learners who can make decisions about what to write and how. Teachers on the other hand are supported in the development of lessons across multiple genres. We view teachers as professional ARCHITECTS of writing lessons who not only teach writing effectively, but can also make meaningful connections between reading and writing.
References
Graham, S., & Perin, D. (2007). What we know, what we still need to know: Teaching adolescents to write. Scientific Studies of Reading, 11, 313-335.
Developing Strategic Writers: Bridging Research and Practice 