ABSTRACT
In this chapter, author Traga Philippakos discusses evidence-based writing instruction practices that are drawn from research and show positive effects on student learning. The chapter begins with a discussion of the cognitive and social theories of writing, orienting the reader on the nature of writing and a sociocognitive view of writing instruction (Englert et al., 2006; Flower, 1994; Graham, 2018). The chapter continues with the challenges that students face as writers and the potential origins of those challenges, as well as their implications for teaching and learning, and offers research recommendations for writing instruction across grades Pre-K to 12. The chapter concludes with a commentary on teacher preparation and professional development.
