Graham, S. (2019). Review of Research in Education, Vol. 43, Issue 1, pp.277-303. Available at https://journals.sagepub.com/doi/10.3102/0091732X18821125

Abstract

If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.

Summary

Steve Graham argues that effective writing instruction is essential for students’ academic, professional, and personal success, yet many schools worldwide fail to provide it adequately. Research shows that while some teachers deliver strong, evidence-based writing instruction, most classrooms devote too little time to writing, emphasize basic skills over higher-order processes, neglect digital tools, and rarely assign extended or meaningful writing tasks. Instruction is often shaped by teachers’ preparation, beliefs, and available resources, as well as broader social, cultural, and policy influences.

To improve outcomes, Graham emphasizes that stakeholders—including teachers, administrators, policymakers, and the public—must expand their knowledge of writing’s value, development, and instruction. He recommends aligning curricula with evidence-based practices such as frequent, purposeful writing, strategy instruction, formative assessment, and integration with reading and learning across subjects. Professional development, stronger teacher preparation, and systemic coherence are essential to sustain improvement. Ultimately, Graham contends that changing writing instruction requires both knowledgeable teachers and supportive systems, along with societal recognition of writing as a vital skill for life success.