Teaching Persuasive Writing: SRSD Unlocks Student Potential

A Powerful Tool to Meet Common Core Standards for Diverse Learners 

The study “Answering the Challenge: SRSD Instruction for Close Reading of Text to Write to Persuade with 4th and 5th Grade Students Experiencing Writing Difficulties” by Karen R. Harris, Amber Ray, Steve Graham, and Julia Houston focuses on a critical challenge in today’s classrooms: teaching students to write persuasive essays based on close reading of informational texts. This research is particularly relevant for classroom teachers working with upper elementary students who struggle with persuasive writing, as it provides strategies tailored to engage the audience effectively. 

This study demonstrates how SRSD (Self-Regulated Strategy Development) effectively equips 4th and 5th-grade students experiencing writing difficulties to craft persuasive essays by integrating close reading strategies (TWA) with a structured writing approach (POW+TREE). Students showed meaningful improvements in planning, incorporating genre elements, and overall writing quality, even when working with challenging source texts. The findings highlight that SRSD boosts writing skills and fosters confidence and independence, making it a powerful tool for educators aiming to meet Common Core standards while supporting diverse learners.

The Challenge of Teaching Persuasive Writing

Teaching persuasive writing in today’s classrooms presents a significant challenge, particularly when integrating the close reading of informational texts. The Common Core State Standards (CCSS) have raised the bar, requiring 4^th– and 5^th-grade students to craft logical, evidence-based arguments. These expectations demand that students read closely and transform what they read into structured, compelling essays. This task is daunting for many students, especially those experiencing writing difficulties. The complexity of persuasive writing—requiring clear reasoning, relevant evidence, and strong organization—leaves many students struggling to meet the standards.

The hurdles are equally significant for teachers, as they must find effective examples to demonstrate writing strategies. A 2012 survey revealed that many teachers feel inadequately prepared to teach writing effectively, especially in low-income schools where resources are limited, and students need additional barriers. Balancing the dual demands of reading comprehension and writing proficiency within classroom time constraints is a perennial concern. Enter Self-Regulated Strategy Development (SRSD): an evidence-based approach that empowers struggling writers and meets today’s rigorous academic demands.

SRSD: A Research-Backed Solution for Writing Success

SRSD, or Self-Regulated Strategy Development, is an evidence-based instructional model that equips students with the tools and strategies to tackle complex writing tasks confidently. Developed by Dr. Karen Harris and Dr. Steve Graham, SRSD focuses on integrating cognitive, behavioral, and metacognitive strategies into the writing process. The approach is rooted in teaching students to plan, write, and revise their work while regulating their emotions, motivation, and writing behaviors.

In their 2019 study, Harris and her colleagues explored the power of SRSD to teach persuasive writing and enhance persuasion skills in 4th and 5th-grade students in a low-income school. These students, identified as struggling writers, made remarkable progress in writing quality and strategy use. The study integrated close reading of informational texts with persuasive writing instruction, aligning seamlessly with CCSS goals. The results? Transformative gains in writing performance, planning complexity, and overall confidence—proving that even students facing significant challenges can excel with the proper support.

How SRSD Works: POW+TREE and TWA in Action

SRSD instruction is grounded in scaffolding and gradual release, enabling students to take ownership of their learning. The process involves six recursive stages: Develop Background Knowledge, Discuss It, Model It, Memorize It, Support It, and Independent Performance. These stages empower students to internalize strategies and apply them independently.

1. Writing Strategies: POW+TREE To guide students through the persuasive writing process, SRSD employs the mnemonic POW+TREE:

• POW: Pick my idea, Organize my notes, Write and say more.
  This overarching strategy teaches students to approach writing systematically, ensuring their ideas are clear and well-organized.

• TREE: Topic sentence, Reasons (3 or more), Explanations for each reason, Ending.
  TREE helps students structure their persuasive essays by emphasizing the inclusion of key genre elements and supporting details, often using mentor texts as models to better connect with their audience.

2. Close Reading Strategies: TWA The study also introduced a close reading strategy, TWA (Think before reading, While reading, After reading), adapted for younger students. This strategy encourages active engagement with informational texts:

• Think before reading: Consider the author’s purpose and your own ideas.
• While reading: Mark up the text to identify relevant facts and ideas.
• After reading: Organize your notes to plan reasons and explanations for your persuasive essay.

By combining POW+TREE with TWA, SRSD creates a cohesive framework for integrating reading and writing skills within the curriculum, helping students enhance their argumentation skills and use evidence effectively to support their arguments.

Key Findings from the Study

The results of Harris et al.’s study were compelling. Here are the highlights that underscore the transformative impact of SRSD:

1. Improved Genre Elements Students’ essays included significantly more genre elements—topic sentences, reasons, explanations, examples, and conclusions—after SRSD instruction. On average, genre element scores tripled, increasing from 7.44 at baseline to 21.79 post-instruction.

2. Enhanced Writing Quality Holistic writing quality improved for all students, reflecting gains in organization, persuasiveness, and clarity. These improvements were evident immediately after instruction and in maintenance probes conducted weeks later.

3. Complexity of Planning Before SRSD, most students either didn’t plan their essays or produced incomplete plans. After instruction, all students created comprehensive, organized plans using a graphic organizer, demonstrating a deeper understanding of the writing process.

4. Adaptability and Confidence Students became more confident and independent writers. By the end of the study, they could mark up texts, plan essays, and write persuasive arguments using persuasive writing techniques without teacher scaffolding.

These findings affirm that SRSD is a practical, scalable approach to addressing the challenges of teaching persuasive writing and rhetoric in diverse classrooms.

Practical Tips for Implementing SRSD in the Classroom

The beauty of SRSD lies in its flexibility and adaptability. Here are actionable strategies to bring SRSD into your classroom:

1. Begin with a Strong Foundation in Persuasive Writing 

Start by developing background knowledge. Use mentor texts to show students what effective persuasive writing looks like. Discuss genre elements and introduce mnemonics like POW+TREE and TWA to provide a clear structure while considering the needs of your audience.

2. Model and Scaffold Strategically 

Demonstrate how to use the strategies through think-alouds, incorporating elements of persuasive writing to enhance student engagement. Show students how to mark up texts, organize their notes, and plan their essays. Gradually release responsibility, providing support as needed while encouraging independence.

3. Incorporate Collaboration 

Create a collaborative writing community. Have students work in pairs or small groups to analyze texts, evaluate sample essays, and co-create plans. Peer feedback and discussion enhance learning and build a sense of camaraderie.

4. Emphasize Self-Regulation 

Teach students to set goals, monitor their progress, and use positive self-talk. Encourage them to celebrate their successes and reflect on areas for growth. This not only improves writing outcomes but also builds resilience and motivation.

5. Make Writing Fun and Engaging 

Use games, visual aids, and interactive activities to keep students engaged. For example, create charts for linking words, brainstorm hooks, or graph students’ progress toward their writing goals.

6. Customize your Writing Instruction Curriculum 

Tailor SRSD to your students’ needs. For younger students or beginners, focus on foundational skills like opinion writing before introducing more complex tasks like writing from sources.

You will find everything you need using the SRSD writing program, Writing to Learn.

A Call to Action for Teachers

The findings underscore a critical truth: all students, regardless of their starting point, can master persuasive writing with the proper support. SRSD offers a robust, research-based framework that equips teachers with the tools to meet today’s writing challenges. By combining close reading with structured writing strategies, SRSD improves academic outcomes and empowers students to think critically and confidently express themselves.

If you’re looking for a way to transform your writing instruction, consider exploring SRSD. Start small—integrate POW+TREE or TWA into your existing practices—and watch your students’ writing soar. Together, we can bridge the gap in writing achievement and ensure every student has the skills they need to succeed. Let’s answer the challenge and unlock the potential of every young writer in our classrooms.

References

Harris, K. R., & Graham, S. (2017). Self-regulated strategy development: Theoretical bases, critical instructional elements, and future research.
In R. Fidalgo, K. R. Harris, & M. Braaksma (Eds.), Design principles for teaching effective writing: Theoretical and empirical grounded principles (pp. 119–151). Leiden: Brill.

Graham, S., & Hebert, M. (2011). Writing-to-read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710–744.

Graham, S., Kiuhara, S., McKeown, D., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879–896.

Harris, K. R., Graham, S., Brindle, M., & Sandmel, K. (2009). Metacognition and children’s writing. In D. Hacker, J. Dunlosky, & A. Graesser (Eds.), Handbook of metacognition in education (pp. 131–153). Mahwah, NJ: Erlbaum.

Ferretti, R. P., & Fan, Y. (2016). Argumentative writing.
In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 301–315). New York, NY: Guilford.

Mason, L. H., Reid, R., & Hagaman, J. (2012). Building comprehension in adolescents: Powerful strategies for improving reading and writing in content areas.
Baltimore, MD: Brookes Publishing.

National Governors Association Center for Best Practices, & Council of Chief State School Officers. (2010).Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects.

Harris, K. R., Graham, S., & Adkins, M. (2015). Practice-based professional development and self-regulated strategy development for Tier 2, at-risk writers in second grade. Contemporary Educational Psychology, 40, 5–16.

Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29–58.

Tannen, D. (1998). The argument culture: Stopping America’s war of words. New York, NY: Random House.