Welcome!

PBS Learning Media – Search by grade and resource type to access videos, lesson plans, and documents about teaching narrative writing to K-12 students. This site also has resources for argumentative and informative writing.

NoRedInk has resources organized by each step of the narrative writing process, from drafting to revising. This site also has a guided essay option, which walks students through the process over two weeks.

think SRSD provides self-regulated strategy development mnemonics, graphic organizers, scoring guidelines, and lesson plans organized by writing genre.

How to teach Personal Narratives to Kindergarten, First, and Second Grade Students – This YouTube video from Susan Jones Teaching includes the key parts of teaching narrative writing, including character details and editing.

POW, WWW What=2 How=2

POW stands for Pick my idea, Organize my notes, Write and say more. Students can use the WWW What=2 How=2 framework to expand their ideas in the organization stage. think SRSD and the Iris Center at Vanderbilt offer free lesson plans with this framework.

• Who are the characters?
• When does the story take place?
• Where does the story take place?
• What do the characters do or want to do?
• What happens next?
• How does the story end?
• How do the characters feel?

Connecting form with function: Model texts for bilingual learners’ narrative writing – Yingmin Wang, et al., July 2023 (abstract only; full version paid access available from Assessing Writing). In this study, students learning English as a Foreign Language (EFL) were given a compilation of model texts to address the challenges they experienced with narrative writing.

Improving narrative writing by teaching the linguistics of imagination – Brett Healey, March 2025 (open access). To support young writers’ narrative writing and agency, four teachers used a pedagogy designed specifically to link imagination with linguistic choices. Students’ writing samples were examined before and after the intervention.

Helping Students to Add Detail and Flair to Their Stories – Pooja Patel & Leslie Laud, August 2010 (abstract only; full version paid access available from Preventing School Failure). This action study combined two approaches (self-regulated strategy development and visualizing and verbalizing) to support three students as they added imagery to their writing.

Integrating a Story Writing Strategy into a Resource Curriculum – Pooja Patel & Leslie Laud, March-April 2007 (abstract only; full version paid access available from Council for Exceptional Children). This study used self-regulated strategy development and the W-W-W, What=2, How=2 mnemonic to support struggling writers and evaluated their progress over time with a narrative writing assessment.

Improving the writing and knowledge of emergent writers: The effects of self-regulated strategy development – Sharon Zumbrunn & Roger Bruning, Jan. 2012 (open access through ResearchGate). First-grade students wrote stories after receiving self-regulated strategy development instruction. This study finds SRSD to be an effective model and includes the POW, WWW What=2 How=2 framework.

PBS Learning Media – Search by grade and resource type to access videos, lesson plans, and documents about teaching informative writing to K-12 students. This site also has resources for argumentative and narrative writing.

• TEAL Writing Strategy – YouTube Video
• Teaching the RAFT Mnemonic for Writing – YouTube Video
• RAFT Writing Strategy – YouTube Video
• Teaching the RAFT Writing Strategy – YouTube Video
• Informational Writing for Kids – Episode 1: What Is It?
• How To Teach Informative Writing in First Grade

• POW+TREE – The IRIS Center
• RAFT – Collier County Public Schools
• TEAL – Rochester City School District

POW+TREE+TWA for Writing Persuasively from Source Text: Lesson Plans, Materials, and Tips – Karen R. Harris and Steve Graham, 2017 (open access from SRSD Online; includes infographic in figure 6.2)

Overview from SRSD Online
This downloadable document provides lesson plans that supplement “Design Principles for Teaching Effective Writing,” which covers the theoretical foundations, key instructional elements, and future research directions of SRSD. Teachers will find detailed descriptions of SRSD instruction for the strategies POW + TREE + TWA, which are designed to enhance students’ opinions and persuasive writing skills using source texts. The materials, developed with the assistance of SRSD researchers Amber Ray and Julia Houston from Arizona State University, offer practical applications for teaching writing strategies. Additionally, these lesson plans build upon previous works, including “Powerful Writing Strategies for All Students” by Harris, Graham, Mason, and Friedlander (2008) and “Building Comprehension in Adolescents” by Mason, Reid, and Hagaman (2012).

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Write On: Improving Persuasive Writing Using the POW+TREE Strategy (preview only) – Nelly Shora and Brittany Hott, August 2016 (preview only; full version paid access available from Beyond Behavior)

Abstract
Joseph is a fourth-grade student with emotional and behavioral disorders (EBD) who receives the majority of his instruction in the general education setting. During writing instruction, Joseph often disrupts his peers, kicks trash cans, talks out of turn, and insists that writing is “simply too difficult.” As a result, Joseph has been moved from his general education classroom to the behavioral unit. This behavioral unit is a self-contained classroom for students whose behavior causes disruptions for all students and for whom teachers have recommended a student would be best served by receiving one-on-one attention for a particular block. Joseph’s general education teacher, Mrs. Alston, is concerned. She has trouble motivating Joseph to complete his assignments. She worries that Joseph’s behaviors are interfering with his learning and recognizes that something must be done to help Joseph work independently, meet his writing goals, and continue to access the general education writing curriculum. Mrs. Alston noticed that Joseph is fascinated by scientific concepts and enjoys science instruction. He becomes attentive during his science class and raises his hand to answer questions, contributes to class discussion, and maintains above-average grades. Mrs. Alston is interested in pairing Joseph’s interest in science with his area of academic struggle, writing.

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Modified Cognitive Strategy Instruction: An Expository Writing Strategy – Ruya Guzel-Ozmen, March 2009 (abstract only; full version paid access available from Intervention in School and Clinic)

Abstract
In this article, modified cognitive strategy instruction in writing (CSIW), a cognitive strategy instructional model is described. Modified CSIW was designed based on two effective instructional models: cognitive strategy instruction in writing (CSIW) and self-regulated strategy development (SRSD). Modified CSIW provides tailored instruction to teach students who struggle with writing in writing problem/solution texts. This article focuses on how this model can be implemented by teachers to help struggling writers develop their writing skills.

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Unraveling the Mysteries of Writing Through Strategy Instruction – Carol Sue Englert, 1990 (preview of book chapter only; full version paid access available from Intervention Research in Learning Disabilities)

Abstract
Mildly handicapped students experience serious difficulties in expository writing. Although researchers have documented the difficulties these students have with the mechanics of writing (Myklebust, 1973; Poplin, Gray, Larsen, Banikoski, & Mehring, 1980), there are more formidable and less visible difficulties in their abilities to construct well-formed prose and in the thinking processes that underlie text composition.

• The C.R.E.A.T.E. Method – How to Read a Scientific Journal Article – YouTube Video
• Parts of a Lab Report – YouTube Video
• Primary vs. Secondary Scientific Sources – YouTube Video
• AI for Academic Writing – YouTube Video

PBS Learning Media – Search by grade and resource type to access videos, lesson plans, and documents about teaching argumentative writing to K-12 students. This site also has resources for informative and narrative writing.

Read Write Think – Search for classroom resources including interactives, lesson plans, and graphic organizers for teaching students persuasive writing.

Persuasive Writing Lesson for Kids – This video resource from Study.com explains the OREO method of persuasive writing, showing students how to write to convince their audience. Creating an account is required to access the entire video.

OREO

OREO is a tool for persuasive writing that stands for Opinion, Reasoning, Examples, Opinion. This framework helps students develop and state their opinion, explain their reasoning, offer examples in support of their opinion, and restate their opinion with emotion.

A FOREST

A FOREST is a checklist of persuasive devices — elements students can use to make their writing more convincing.

• Alliteration – repeated starting sounds of nearby words (e.g., big, bad bobcat)
• Facts – evidence and information that can be proven
• Opinions – subjective statements
• Repetition – repeating or rephrasing information multiple times helps it stick with the audience
• Examples – stories, anecdotes, personal experiences
• Statistics – use numbers and date to prove a point
• (Rule of ) Three – groups of three are easy to remember. Use three different types of information to make your point; make sure your paragraph has a beginning, middle, and end; list adjectives or descriptions in groups of three.

Persuasion Map

Read Write Think’s Persuasion Map is a printable graphic organizer to help students organize their argument with a thesis statement, reasons, factors or examples, and conclusion.

• Accel Learning’s Language Arts Classes
• Cognitive Strategy Instruction in Writing (CSIW)
• E-Reading Worksheets
• International Dyslexia Association (IDA) provides dyslexia information and resources for families and professionals.
• National Writing Project
• No Red Ink
• Self-Regulated Strategy Development (SRSD)
• UCSB Campus Learning Assistance Services – Writing & Language  
• Tips & Tools – The Writing Center • University of North Carolina at Chapel Hill (unc.edu) 
• Writing and Research Resources | Academic Success Center (ncsu.edu) 
• Graduate Communication Bibliographies – Consortium on Graduate Communication (gradconsortium.org) 
• Writing Spaces – The WAC Clearinghouse (colostate.edu) 
• Academic Phrase Bank. A general resource for academic writers. It aims to provide you with examples of some of the phraseological ‘nuts and bolts’ of writing organised according to the main sections of a research paper or dissertation.
• think SRSD provides self-regulated strategy development mnemonics, graphic organizers, scoring guidelines, and lesson plans organized by writing genre.

• What is SRSD? Researchers Explain – YouTube Video by SRSD Online
• What is Self-regulated Strategy Development? SRSD makes students “love to write”! – YouTube Video by thinkSRSD
• The Six Recursive Stages of SRSD Writing To Learn – YouTube Video by SRSD Online
• Learning Strategies: SRSD Overview – YouTube Video by the IRIS Center
• AI in Academic Writing – YouTube Video
• C.R.E.A.T.E. Method for Reading Scientific Journal Articles – YouTube Video
• Parts of a Lab Report – YouTube Video
• Primary vs. Secondary Sources in Scientific Writing – YouTube Video
• Writing Genres – YouTube Video
• 5 Steps of the Writing Process – YouTube Video

Example Journals

A number of professional journals include content about writing instruction and student practice. Some journals offer all of their articles for free or a small selection of their recently published content.

Intervention in School and Clinic (ISC) for educators. According to its website, “Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings.”

Teaching Exceptional Children features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning.

The Reading Teacher provides the latest peer-reviewed, research-based best practices to literacy educators working with children up to age 12.

Journal of Writing Research is an international peer reviewed journal publishing scientific research exploring the cognitive and social processes underlying written production, how writing is learned, and how it can be effectively taught, across all ages and educational contexts.

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Example Articles

Evidence-based recommendations for teaching writing – Steve Graham et al., June 2024 (abstract only; full version paid access available from Education 3-13)

Abstract
We present 11 evidence-based practices for teaching writing to students. These include recommendations for teaching writing to younger students (aged 5–11) and older students (aged 6–18). The recommendations are based on findings from close to 1000 investigations. The proposed recommendations are (1) students need to write, but writing is not enough; (2) students need to be supported as they write; (3) foundational writing skills (handwriting, spelling, grammar and sentence construction) need to be taught; (4) students become better writers when strategies for planning, revising and editing are taught; (5) teaching creativity, critical thinking and imagery can enhances writing; (6) teach students how to write summaries; (7) enhance students’ knowledge about writing; (8) use twenty-first century writing tools in the classroom; (9) have students write across the curriculum; (10) connect reading and writing instruction and (11) creative a motivating writing environment.

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Domain-specific self-regulated learning interventions for elementary school students – Minhye Lee et al., December 2023 (open access)

Abstract
Background: Self-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need for research on teacher-led self-regulated learning interventions embedded in regular classroom instructions has escalated steadily.
Aims: We aimed to investigate self-regulated learning interventions’ effectiveness led by teachers applicable to three primary subjects (i.e., writing, mathematics, reading) based on Zimmerman’s cyclical model of self-regulated learning.
Samples: 214 Korean upper elementary school students participated in a series of three intervention studies (nStudy1 = 70, nStudy2 = 69, nStudy3 = 75).
Methods: Trained homeroom teachers implemented the interventions—incorporating explicit instructions about domain-specific strategies in writing (Study 1), mathematics (Study 2), and reading (Study 3)—in Korean elementary school classrooms. Participants were assigned to one of the three groups: regular classroom instruction (REG), domain-specific strategy instruction (STR), and strategy instruction within the framework of eight-phase self-regulated learning instruction (STR + SRL).
Results: Synthesized results revealed that the STR + SRL group used more self-regulated strategies, performed better in achievement tests, and was less distracted by task-irrelevant thoughts than the STR and REG groups.
Conclusions: Our interventions are compatible with domain-specific instructions in multiple subjects and can guide and prompt self-regulatory learning processes in elementary classrooms. Current findings also reiterate the importance of the teachers’ role in research-based interventions to increase ecological validity and applicability. We shed light on the potential mechanism that underlies the relationship between enhanced self-regulated learning and motivational and cognitive outcomes.

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Writing to grieve: Solidarity in times of loss in educational community spaces – Katie B. Peachey and Crystal Chen Lee, October 2023 (open access)

Abstract
This qualitative case study is a part of a larger university–community partnership that explores adolescents’ utilization of critical literacy to write, engage, and lead in their communities. For this specific study, we explore the question: How does an educational community use literacy practices and modalities to grieve through collective loss and develop solidarity with one another? Through the utilization of a critical literacy framework and a sense-based pedagogy lens, we explore how various forms of literacy and multimodalities allowed this community to grieve and foster solidarity in a time of loss. We conducted several rounds of inductive and emotion codings to identify key themes from our data sources which included student work/publications, social media posts, organization communication, videos, focus groups, and staff interviews. Our preliminary findings show that (a) reciprocal vulnerability developed over time can produce solidarity; (b) writing can be a restorative act in collective loss; and (c) writing through grief positions students as leaders of their communities. Through this study, we provide educators and community members with potential tools for developing spaces for restorative education and supporting collective resilience through literacy practices.

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Technology and writing: Review of research – Cheri Williams and Sandra Beam, January 2019 (preview only; full version paid access available from Computers & Education)

Abstract
This review examined 29 empirical studies published in peer-reviewed journals from 2002 to 2017 that investigated the use of computers and information and communication technologies during writing instruction and related writing activities. Qualitative content analysis was employed to investigate how technology was used in the writing program, the impact of technology-mediated instruction on students’ writing skills, and the barriers teachers faced in integrating technology into the writing curriculum. Results of the review demonstrated that computers and a range of digital technologies, applications, and web-based learning environments have been used to teach writing in K-12 educational settings. Technology-mediated writing instruction yielded improvements in students’ composing processes and writing skills as well as their knowledge and use of new literacies. Students designed, produced, and presented a variety of multimodal and digital texts that represented their knowledge and understandings of literary material and contemporary social justice issues. The use of technology motivated student engagement and participation in writing assignments and increased social interaction and peer collaboration. Teachers faced a number of challenges in their efforts to integrate technology into the writing curriculum. Several recommendations are offered based on the results of this review. Relevant, high-quality teacher professional development on pedagogical uses of technology are urgently needed in order to promote technology-mediated writing instruction and build students’ 21st century literacy skills. Institutional support is needed to ensure the availability of computers and appropriate applications in every classroom. Future research needs to identify how teachers can use multimedia and digital tools to improve writing instruction in the digital age, meet the objectives of the writing curriculum, and engage all students in the composing process. Continued exploration of how digital writing environments and online writing communities can support students’ competence as writers also is needed. Substantial investigative work is needed in the early childhood program.

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A meta-analysis of writing treatments for students in grades 6–12 – Steve Graham et al., 2023 (abstract only; full version paid access available from Journal of Educational Psychology)

Abstract
There is considerable concern that many adolescents do not attain the writing competence needed to be successful in school, their personal lives, or the workplace. Ensuring that students acquire this competence is a basic responsibility of schools. In order to meet this objective, teachers need access to effective practices for teaching writing. In this meta-analysis, we examined if teaching writing improved the writing and reading of students in Grades 6–12, and what specific writing treatments enhanced students’ writing. Our review included writing treatments tested using an experimental or quasi-experimental design (with pretests) and published and unpublished studies, and computed effect sizes (ESs) for all writing and reading outcomes assessed. Across 406 independent comparisons, yielding 3,514 ESs involving 52,529 students, teaching writing had a positive and statistically detectable impact on students’ writing (ES = 0.47) and reading (ES = 0.22). Moreover, a variety of different writing treatments improved students’ performance on writing measures. Across all writing outcomes, statistically detectable effects (presented in parentheses) were obtained for comprehensive writing programs (0.47; which included the process approach to writing), strategy instruction (0.76), digital writing tools (0.31), transcription instruction (0.71), computer-assisted instruction (0.32), teaching critical/creative thinking skills for writing (0.27), emulating good models of writing (0.46), feedback (0.34), goal setting (0.44), prewriting activities (0.49), grammar instruction (0.77), sentence instruction (0.73), inquiry (0.92), observing writers/readers, peer assistance (0.41), summarization instruction (0.49), and text structure instruction (0.39). Implications for practice, research, and theory are discussed.

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Special and General Education Teachers’ Beliefs About Writing and Writing Instruction – Steve Graham et al., May 2022 (abstract only; full version paid access available from Journal of Learning Disabilities)

Abstract
Seventy-six general education and 67 special education teachers working in the same 66 elementary schools were surveyed about their beliefs about writing. Each teacher taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Survey findings indicated that general education teachers believed that they were better prepared to teach writing than special education teachers, and they were more positive about their own efforts to learn to teach writing. General education teachers also held more positive attitudes about teaching writing and their own capabilities as a writer than their special education counterparts. Furthermore, general educators were more likely than special educators to indicate that writing developed through effort and process, and less likely to think that writing knowledge came from experts. Beliefs about adequacy of preparation to teach writing predicted teachers’ beliefs about their level of knowledge to teach writing, efficacy to overcome students’ writing difficulties, and attitudes toward teaching writing. Recommendations for future research and implications for practice are presented.

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Do Special and General Education Teachers’ Mindset Theories About the Malleability of Writing and Intelligence Predict Their Writing Practices? – Steve Graham et al., July 2023 (abstract only; full version paid access available from Journal of Learning Disabilities)

Abstract
Seventy-five general and 65 special education teachers working in the same 65 elementary schools in 12 different U.S. school districts were surveyed about their mindsets concerning the malleability of writing and intelligence as well as their practices for teaching writing. All teachers taught writing to one or more fourth-grade students receiving special education services, including students with learning disabilities. Both general and special education teachers typically held a growth mindset toward the malleability of writing and intelligence. Collectively, these teachers’ mindsets predicted writing frequency (i.e., frequency of students’ writing) and how often they taught writing skills and processes once variance due to teachers’ preparation, efficacy to teach writing, teaching experience, and type of teacher was first controlled. The observed relationships between teachers’ mindsets and reported practices for teaching writing were not mediated by type of teacher (i.e., general or special education). General and special education teachers did not differ in writing frequency for three types of writing collectively (narrative, informative, and persuasive) or how frequently they made 18 adaptations for teaching writing collectively, but general education teachers reported teaching writing skills and processes more often than their special education counterparts. Recommendations for future research and implications for practice are presented.

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The Neglected “R” in a Time of Common Core – Ya Mo et al., Nov. 2013 (abstract only; full version paid access available from The Reading Teacher)

Abstract
Despite the need for writing competence in and out of school, writing has been deemed the neglected “R” in educational practice. Moreover, many students do not meet expected standards of writing performance. The Common Core State Standards (CCSS), adopted by 45 states, provides an opportunity to change the state of writing instruction on a national scale. This study evaluated the content coverage of the CCSS for writing and language (CCSS-WL). Results indicated that CCSS-WL cover some aspects of writing well, but others deemed important in research not well or not at all. Evidenced-based practices for improving student writing performance to supplement the CCSS-WL are provided. It is hoped that the appropriate curricular and instructional changes targeted toward the content of the CCSS-WL and effective evidence-based instructional practices can elevate writing from the neglected “R” in this time of Common Core.

Students are using large language models and AI detectors can often detect their use – Timothy Paustian and Betty Slinger, June 2024 (open access)

Abstract
Large language model (LLM) artificial intelligence (AI) has been in development for many years. Open AI thrust them into the spotlight in late 2022 when it released ChatGPT to the public. The wide availability of LLMs resulted in various reactions, from jubilance to fear. In academia, the potential for LLM abuse in written assignments was immediately recognized, with some instructors fearing they would have to eliminate this mode of evaluation. In this study, we seek to answer two questions. First, how are students using LLM in their college work? Second, how well do AI detectors function in the detection of AI-generated text? We organized 153 students from an introductory microbiology course to write essays on the regulation of the tryptophan operon. We then asked AI the same question and had the students try to disguise the answer. We also surveyed students about their use of LLMs. The survey found that 46.9% of students use LLM in their college work, but only 11.6% use it more than once a week. Students are unclear about what constitutes unethical use of LLMs. Unethical use of LLMs is a problem, with 39% of students admitting to using LLMs to answer assessments and 7% using them to write entire papers. We also tested their prose against five AI detectors. Overall, AI detectors could differentiate between human and AI-written text, identifying 88% correctly. Given the stakes, having a 12% error rate indicates we cannot rely on AI detectors alone to check LLM use, but they may still have value.