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“This book provides a clear rationale for moving beyond traditional, and often ineffective, writing instruction. It outlines evidence-based strategies that are effective, adaptable, and applicable across diverse classrooms and disciplines. Each chapter is structured around Guiding Questions and Action Steps that focus attention on learning outcomes and support instructional reflection and improvement. What is particularly refreshing about this book is its emphasis on collaboration, the creation of writing communities, and the inclusion of student voice and agency—alongside strategic instruction—to enhance student outcomes. The AI chapter is especially timely, offering ethical, practical guidance on how to thoughtfully integrate AI into into writing pedagogy without hindering students’ independent skill development.”

—William E. Lewis, PhD, School of Education, University of Delaware


“If you want to implement a comprehensive, research-based approach to teaching writing as a tool for learning in your classroom, school, or district, then this is the book for you. Graham, Olson, Baker, and their colleagues translate the most rigorous, comprehensive meta-analysis of writing ever completed into step-by-step practices for teachers. Read this book, try it out, and share it with your colleagues—everyone will benefit!”

—P. David Pearson, PhD, Evelyn Lois Corey Emeritus Professor of Instructional Science, Berkeley School of Education, University of California, Berkeley

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About the Editors

Steve Graham, EdD, is a Regents Professor and the Warner Professor in the Division of Leadership and Innovation at Mary Lou Fulton Teachers College, Arizona State University. Since the 1980s, he has studied how writing develops, how to teach it effectively, and how it can be used to support reading and learning. Dr. Graham’s research involves typically developing writers and students with special needs in both elementary and secondary schools, with much of this research occurring in classrooms in urban schools. He is the recipient of the Thorndike Career Award from Division 15 of the American Psychological Association, the William S. Gray Citation of Merit from the International Literacy Association, and the Exemplary Research in Teaching and Teacher Education Award from Division K of the American Educational Research Association, among other awards. He is coauthor of three influential Carnegie Corporation reports on writing and coauthor or coeditor of several books.

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Carol Booth Olson, PhD, is Professor Emerita in the School of Education at the University of California, Irvine (UCI). She was founding Director of the UCI Writing Project and served in that capacity for 42 years. Dr. Olson’s research focuses on improving academic writing outcomes for all learners, especially culturally and linguistically diverse students in low-socioeconomic-status, high-needs middle and high schools. She served as Director and Principal Investigator of the WRITE Center at UCI and Principal Investigator of the Pathway to Academic Success Project, a professional development intervention that takes a cognitive strategies approach to teaching text-based argument writing in secondary school.

Tanya Baker, EdD, is Executive Director of the National Writing Project and has more than 25 years of experience working in education in and outside of schools. She has worked with many funders and partners to build and manage national programs that connect educators to work together on areas of interest and problems of practice. Dr. Baker served as Co-Principal Investigator of the WRITE CENTER at the School of Education at the University of California, Irvine. She strives throughout her work to design learning experiences that begin with a presumption of competence and are relentlessly collaborative and deeply joyful.

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Audience

Classroom teachers and academic coaches working with students ages 11 to 17 (grades 6–12); teacher educators and students.

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Course Use

Will serve as a supplemental text in advanced undergraduate- or graduate-level courses such as Secondary Writing Instruction or Disciplinary Literacy.