EVIDENCE-BASED PRACTICES FOR TEACHING WRITING IN MIDDLE AND HIGH SCHOOL

STUDENT LEARNING

#HIGH SCHOOLS, #INSTRUCTIONAL PRACTICES

This brief synthesizes research on how schools and teachers can improve writing instruction for secondary students, a critical but often underemphasized skill linked to academic success, college readiness, and workforce outcomes. It highlights persistent gaps in student writing proficiency, the limited emphasis on writing in many school systems, and the lack of consistent preparation and guidance for teachers. Drawing on decades of research, the brief outlines evidence-based practices that improve students’ writing quality, motivation, and confidence- such as explicit instruction in the writing process, integrating writing across subjects, providing targeted feedback and opportunities for revision, and fostering student motivation and ownership. It also examines emerging research on the role of automated and AI-supported feedback, and identifies common practices that are less effective, such as increasing writing without instructional support or relying on isolated grammar instruction.

We gratefully acknowledge the EdResearch Advisory Board members— Carol Kelly, Corey Jackson, Jessica Nauiokas, Sara Monaco, Rachael Grech-Scott, Megan Conklin, Reyna Sotelo, Shanita Glaspie, Shanna Ricketts, and Sarah Chin—whose expertise as education leaders brought critical, practice-driven insights to guide this brief.

Laura Booker | Vanderbilt University

Christina Claiborne | Annenberg Institute at Brown University

Ed Research for Action

April 2026 | Brief No. 39

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