“It has been said that writing has become the abandoned ‘R’” (in reading, writing, and arithmetic) (Gilbert & Graham, 2010, as cited in Berne & McMahon, 2015, p. 378).  This thought, along with gathered data, shows a great need for high-quality and effective writing instruction in our school systems.  Furthermore, with new academic standards and a realization of that need, there is a shift beginning in what makes quality writing instruction.

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The ability to write well and communicate effectively through writing is a necessity for almost every job or task in our society today; yet, there is a decline in students’ achievement and desire to write.  According to the National Center for Educational Statistics, “between 2005–06 (the year in which the SAT writing section was introduced) and 2014–15, the writing average score decreased by 13 points (from 497 to 484)” (Retrieved from https://nces.ed.gov/fastfacts/display.asp?id=171).  The National Center for Education Statistics showed shocking results of the 2011 National Assessment of Educational Progress for writing in eighth and twelfth grade.  Seventy three percent of eighth graders nationally could not write at a proficient level.  The results for twelfth graders showed miniscule improvement (Culham, 2014, p.10).

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Writing well enables students to effectively participate in society and be responsible citizens, equipping them to improve society.  Writer’s workshop with conferencing, the use of mentor texts and rubrics are research-based strategies that are currently being used to improve writing instruction.