Self-regulation and strategy instruction for students who find writing and learning challenging

In a study examining students’ knowledge of the writing process (Graham, Schwartz, & MacArthur, 1993), a fifth-grader provided us with a very cogent description of what good writers do when they write:

They brainstorm ideas. . .then think about it and then write about it . . .look it over to see how to make it all fit in right. . .then they do a final copy and go over that: and then if it is still not right, they do it again.