The Science of Writing: Elevate Your Skills Today

Understanding the Cognitive Processes Behind Effective Writing

Steve Graham Defines the Science of Writing

In a recent conversation with  SRSD researcher Dr. Steve Graham, we discussed the science of writing, including composition, and how it extends beyond the narrow confines often associated with the science of reading. The science of writing, including aspects of syntax, semantics, linguistics, and rhetoric, encompasses a broad spectrum of research that seeks to illuminate the mechanisms of writing, its developmental trajectory, and effective teaching methodologies, including grammar analysis of language structure. Unlike the science of reading, which may be constricted by a focus on a limited set of foundational skills (often referred to as the “big 5”, phonemic awareness, phonics, fluency, vocabulary, and reading comprehension), the science of writing embraces a broader array of studies, including intervention, correlational, and developmental research. Still, both are related.

Writing to Read

“Writing to Read” is a new report by the Carnegie Corporation, published by the Alliance for Excellent Education. The report highlights that while reading and writing are closely connected, writing, including the study of rhetoric, is often overlooked as a tool for improving reading skills and content learning. Despite some progress in improving literacy achievement in American schools, most students still need help meeting grade-level reading and writing demands. Poor literacy skills contribute to high school dropout rates and leave many graduates unprepared for college or careers, placing them disadvantaged. Poor literacy’s financial and social costs are significant, and globalization has made strong reading and writing skills essential for most jobs.

Efforts like “Reading Next” have identified effective literacy practices, but more evidence-based strategies are needed. Writing is a powerful tool for enhancing reading skills by improving comprehension, reading skills, and fluency when students write about texts they read. This report builds on previous research, advocating for the increased use of writing to boost reading skills and calling for greater emphasis on writing instruction in schools. Regarding English Language Learners (ELLs), the Science of Writing is still developing, with a limited research base and generally small effect sizes, highlighting the need for more robust and nuanced research to inform effective instruction for this demographic.

Evidence-based SRSD and the Science of Writing

Steve Graham highlights the unique positioning of Self-Regulated Strategy Development (SRSD) within the broader context of the science of writing, emphasizing its evidence-based and scientific underpinnings. SRSD is a scientific, evidence-based process supported by hundreds of rigorous studies demonstrating its effectiveness. This approach has been meticulously developed and refined through extensive research, confirming its ability to significantly improve students’ writing skills. For instance, a comprehensive meta-analysis by Graham, Harris, Hebert, and Harris (2015) found that SRSD enhances writing quality and increases students’ motivation and self-efficacy in writing. Additionally, the study by Harris, Graham, Mason, and Friedlander (2008) highlights how SRSD effectively supports students with learning disabilities, leading to substantial improvements in their writing performance. These studies, among many others, underscore the robust scientific foundation of SRSD, validating its status as an evidence-based instructional strategy.

Connecting SRSD with the science of writing, Graham elaborates on the critical role of strategic, planful, and evaluative processes in writing development. He underscores how SRSD research aligns with these processes, teaching students to conceptualize, organize, set goals, evaluate, and revise their work. This approach addresses the cognition and metacognitive aspects of writing and the development of skills essential for effective writing.

Graham reflects on writers’ developmental trajectory, from the less strategic and evaluative approaches of young children to the more sophisticated and self-regulatory practices of advanced writers. SRSD, he explains, offers a scaffold that supports the acquisition and application of these critical writing processes, including creative writing techniques, contributing to the progression from novice to competent writers and, for some, to expert writers.

 In terms of instructional efficacy, Graham points to the overwhelmingly positive outcomes associated with SRSD, noting the absence of studies where SRSD has failed to produce beneficial effects and the emerging research indicating that SRSD enhances writing quality and genre-specific skills and boosts students’ self-efficacy in writing. Graham articulates a comprehensive connection between SRSD and the science of writing, framing SRSD as a powerful tool that embodies the strategic, evaluative, and developmental principles, including grammar, central to effective writing instruction. He suggests that this connection provides a solid foundation for teaching writing that is both scientifically grounded and pragmatically effective, making a compelling case for adopting SRSD among educators and school administrators. While acknowledging the need for further research on the processual changes by SRSD, Graham is confident in its ability to improve writing quality more effectively than other available techniques.

Here are excerpts from our interview:

Steve, what are some insights used to demonstrate the close relationship between SRSD and the science of writing?

There is a close alignment between Self-Regulated Strategy Development (SRSD) and the broader Science of Writing. Drawing on the theoretical framework of Patricia Alexander and others, the dynamic progression from novice to expert writing through knowledge, strategic prowess, and motivation forms the core of writing competence, with each element amplifying the others and driving the writer’s development forward. Acquiring and expanding knowledge in various domains—from content-specific information to genre conventions and linguistic skills, which are rooted in linguistics—are foundational to writing development. As writers grow, their strategies evolve from broad, general approaches to more nuanced, task-specific techniques, reflecting a deepened understanding of writing semantics. This strategic evolution is reflected in SRSD’s genre-specific strategies, which guide learners in applying appropriate techniques to distinct writing tasks.

Writing essays and compositions is challenging for most people, so motivation is crucial. It works with knowledge, rhetoric, and strategic skills, driving the writer’s engagement and progress—critical elements of SRSD. SRSD strategies help writers regulate their cognition processes and behaviors, making them more deliberate and reflective. This includes managing the writing process, such as planning, monitoring, revising, and optimizing the writing environment. Research shows that teaching these self-regulatory skills through SRSD leads to more skilled, motivated, and knowledgeable writers. The positive link between strategic skills leading to motivation and writing quality highlights the importance of these strategies in writing competence. SRSD equips learners with the tools to evolve from novice to expert writers, incorporating creative techniques to boost engagement and expression.

How do the developmental stages in writing align with educational standards, such as those outlined in the Common Core, and what are the implications of these alignments or misalignments for teaching writing?

There needs to be a stronger connection between the developmental stages of writing and the benchmarks set by educational standards like the Common Core. The logical rather than developmentally constructed standards highlight the need for solid research for these grade-specific benchmarks. 

 This discrepancy becomes evident when considering tasks like persuasive or opinion writing in elementary grades, which were historically deemed inappropriate due to misconceptions about children’s capabilities. Our research suggests that children possess untapped potential in various writing genres, challenging the notion that certain types of writing are only suitable for older students. This misalignment suggests a need for a more nuanced understanding of student capabilities at different grade levels, advocating for logical progressions that better reflect the actual development of writing skills.

How does genre-specific competence affect the overall development of writing skills, and how is this reflected within educational frameworks like the Common Core?

Considering the diversity of writing genres, genre-specific competence significantly affects overall writing skill development. There is a disconnect between developmental stages and benchmarks set by standards like the Common Core, which are often logical rather than developmentally constructed. For example, tasks like persuasive or opinion writing in elementary grades were once considered inappropriate due to misconceptions about children’s capabilities. However, our research reveals that children possess untapped potential in various writing genres, challenging the notion that certain types of writing are only suitable for older students. 

This misalignment suggests a need for a nuanced understanding of student capabilities, advocating for logical progressions that better reflect actual writing skill development. The weak correlations between students’ proficiency in different genres indicate that writing involves accumulating competencies across various genres, each with unique skills and processes. Simplifying writing standards within frameworks like the Common Core narrows the focus to a few key genres, often more logically than developmentally informed, influenced by the practicalities of assessment and instruction, without fully considering the semantics of each genre. For instance, in Texas, informational writing has become a focal point due to state assessments, illustrating how policy decisions can shape writing instruction, potentially at the expense of a more comprehensive, developmentally informed approach to teaching writing, including proper grammar usage and cognition.

How can SRSD be effectively integrated with existing writing curricula like Houghton Mifflin Harcourt’s Wonders and others?

Integrating SRSD with basal programs like Houghton Mifflin’s Wonders can be challenging due to rigid curricular guidelines, requiring an understanding of both pedagogical strategies and concepts from linguistics. While these programs provide strategic frameworks, such as graphic organizers for planning, they typically fall short in helping students internalize these strategies due to insufficient practice and modeling. To address this, it is crucial to incorporate more modeling and practice within the SRSD framework, allowing students to move towards independence and internalization of these strategies. Our studies show that minimal additional practice can yield significant learning outcomes. Also, the rapid alternation of genres in many basal programs limits in-depth exploration and mastery, making it difficult to achieve consistent genre instruction. By leveraging SRSD’s flexibility to complement and extend the existing curriculum, educators can better meet both curricular requirements and students’ developmental needs in writing.

Considering the current state of writing instruction in schools, what strategies do you propose to enhance the role and perception of writing within the educational landscape?

Given the current state of writing instruction in schools, it’s time to redefine the role of writing. Let’s not view it as a standalone skill but a transformative tool for learning and comprehension across disciplines. For instance, when students engage in activities like summarizing texts, they enhance their writing skills and deepen their understanding of the material, boosting their reading comprehension and learning efficiency.

Furthermore, incorporating persuasive writing and argumentation can significantly enhance critical thinking and reasoning skills. By illuminating the multifaceted contributions of writing to thinking, understanding, and learning, we can effectively underscore its importance across all areas of schooling, thereby broadening our perspective on its impact.

My dedication to writing extends beyond my work with SRSD. I am deeply committed to understanding writing as a complex process that evolves and identifying effective strategies for nurturing this development across diverse learners, including those with special needs. This inclusive approach is at the heart of my advocacy for effective writing instruction.

What does the science of reading say about writing?

The synergy between reading and writing instruction is indispensable. Effective reading instruction enhances writing skills by expanding vocabulary, improving comprehension, and honing analytical abilities. Decoding texts sharpens syntactic awareness, which is critical for writing coherent sentences and understanding the syntax of complex texts. Understanding text structures and genres enriches students’ writing styles, fostering versatility and adaptability. Explicit phonological awareness and spelling instruction promote better orthographic knowledge, translating into improved writing fluency and accuracy. Integrated pedagogical strategies yield significant benefits, cultivating holistic literacy development. While proud of my role in SRSD, I envision my legacy as more encompassing, highlighted by my efforts to synthesize effective writing instruction practices. My meta-analyses, which consolidate evidence on what works in writing education, are my most impactful contributions, influencing educators, policymakers, and researchers worldwide and ensuring a lasting imprint on the field.

As AI becomes increasingly integrated into educational practices, what strategies and considerations should educators and developers keep in mind to incorporate AI into writing instruction and management effectively?

AI is a hot topic. I emphasize the growing importance of AI in writing education and that future instruction must adapt to incorporate AI as a tool for both teachers and students. AI can assist in modifying lessons, suggesting alternatives, creating activities, and even crafting parts of the writing process. Educators are responsible for guiding students in managing AI effectively, ensuring they remain accountable for their content and writing management. This includes giving clear directions to AI for tasks like research and drafting while maintaining the human role in critical thinking and content creation. My involvement in international research, including surveys in Norway and potential studies in the U.S. and China, aims to explore how teachers currently use AI and how these practices might evolve. This proactive approach seeks to understand and shape the future integration of AI in writing education.

About the Author

Randy Barth has been the CEO of SRSD Online since 2021, leading the organization with a focus on innovating effective genre-based composition writing instruction and bringing excellence in writing education into the digital age. Committed to changing students’ lives forever, Randy drives the creation of evidence-based, customizable, and fiscally responsible training programs that enhance school credibility and improve student achievement. He is deeply dedicated to preserving and amplifying the legacies of SRSD pioneers Karen Harris and Steve Graham, continually adapting their groundbreaking research to meet the evolving needs of today’s classrooms. By supporting educators and administrators—the driving force behind educational success—Randy strives to make SRSD a standard practice in education, ensuring its impact on future generations.

Feel free to connect with Randy to learn more about how SRSD Online is transforming writing education.