The goal of this practice guide is to offer educators specific, evidence-based recommendations that address the challenges of teaching students in grades 6û12 to write effectively. This guide synthesizes the best publicly available research and shares practices that are supported by evidence. It is intended to be practical and easy for teachers to use. The guide includes many examples in each recommendation to demonstrate the concepts discussed. Throughout the guide, examples, definitions, and other concepts supported by evidence are indicated by endnotes within the example title or content. For examples that are supported by studies that meet WWC design standards, the citation in the endnote is bolded. Examples without specific citations were developed in conjunction with the expert panel based on their experience, expertise, and knowledge of the related literature. Practice guides published by IES are available on the WWC website at http://whatworks.ed.gov.

Electronic reproduction. " NCEE 2017-4002 U.S. DEPARTMENT OF EDUCATION"--Cover. "November 2016"--Cover. Retrieved from the NCEEwebsite: http://whatworks.ed.gov.

Table of Contents: Introduction to the Teaching Secondary Students to Write Effectively Practice Guide -- Recommendation 1. Explicitly teach appropriate writing strategies using a Model-Practice-Reflect instructional cycle -- Recommendation 1A. Explicitly teach appropriate writing strategies -- Recommendation 1B. Use a Model-Practice-Reflect instructional cycle to teach writing strategies -- Recommendation 2. Integrate writing and reading to emphasize key writing features -- Recommendation 3. Use assessments of student writing to inform instruction and feedback -- Glossary -- Appendix A. Postscript from the Institute of Education Sciences -- Appendix B. About the Authors -- Appendix C. Disclosure of Potential Conflicts of Interest -- Appendix D. Rationale for Evidence Ratings -- References -- Endnotes -- List of Tables: Table 1. Recommendations and corresponding levels of evidence -- Table A.1. Institute of Education Sciences levels of evidence for What Works Clearinghouse practice guides -- Table D.1. Description of outcome domains -- Table D.2. Studies providing evidence for Recommendation 1 -- Table D.3. Studies providing evidence for Recommendation 2 -- Table D.4. Studies providing evidence for Recommendation 3 -- List of Figures: Figure 1.1. Components of the writing process -- Figure 1.2. The Model-Practice-Reflect cycle -- Figure 2.1. Shared knowledge for writing and reading -- Figure 3.1. The formative assessment cycle -- Figure 3.2. Tailoring instruction at different levels -- Figure 3.3. Levels of feedback -- List of Examples: Example 1.1. How using the K-W-L strategy during the writing process supports strategic thinking -- Example 1.2a. Sample writing strategies for the planning component of the writing process -- Example 1.2b. Sample writing strategies for the goal setting component of the writing process -- Example 1.2c. Sample writing strategies for the drafting component of the writing process -- Example 1.2d. Sample writing strategies for the evaluating component of the writing process -- Example 1.2e. Sample writing strategies for the revising component of the writing process -- Example 1.2f. Sample writing strategies for the editing component of the writing process -- Example 1.3. Questions to guide strategy selection -- Example 1.4. Questions for understanding the target audience -- Example 1.5. Questions for understanding purpose -- Example 1.6. Adapting an evaluating strategy when writing for different purposes -- Example 1.7. Adapting a persuasive writing strategy when writing essays for different audiences -- Example 1.8. Types of modeling statements -- Example 1.9. Thinking aloud to model a planning and goal setting strategy -- Example 1.10. Practicing modeled writing strategies -- Example 1.11. Model-Practice-Reflect using book club blogs -- Example 1.12. Using color-coding to evaluate student writing -- Example 1.13. Using rubrics to evaluate writing -- Example 2.1. Using cognitive-strategy sentence starters to generate or respond to texts -- Example 2.2. Story impressions for English language arts -- Example 2.3. A writing and reading activity for synthesizing multiple texts -- Example 2.4. A writing and reading activity for synthesizing multiple perspectives -- Example 2.5. Key features of exemplars for different text types -- Example 2.6. Using editorials as peer and professional exemplars of persuasive texts -- Example 2.7. Teaching features distinguishing strong and weak student exemplars -- Example 2.8. Demonstrating that key features of exemplars vary by form, purpose, and audience -- Example 2.9. A Copy/Change activity to help students emulate specific features -- Example 2.10. A sample student-created rubric from strong and weak exemplar texts -- Example 3.1. Sample on-demand prompts for different disciplines -- Example 3.2. A graphic organizer to assess learning and determine action steps -- Example 3.3. Sample regular classroom writing tasks for assessment, by genre -- Example 3.4. Math teachers in different grades collaborate on assessment -- Example 3.5. Teacher teams in the same grade collaborating to analyze student work -- Example 3.6. A sample tracking sheet to monitor student progress over time.