Writing Remediation

Our approach is rooted in the Writing Rope framework, recognizing that writing proficiency is the result of intertwined strands, including transcription skills, sentence construction, text structure, and the ability to communicate ideas clearly. We provide evidence-based strategies that help students master each strand, starting with the often-overlooked prewriting process. This includes planning, organizing thoughts, and developing coherent outlines.

As we cultivate metacognitive processes, students learn to be purposeful in navigating the progressive stages of writing—from brainstorming and drafting to revising and editing. We offer explicit instruction in understanding the correct use and relationship of words within sentences, the organization of text, and the revision and editing process, ensuring students develop a strong sense of audience and purpose.

Students benefit from tailored instruction in brainstorming strategies, information organization from various sources, such as note-taking, annotation, and the presentation of ideas. As they refine these interwoven skills, students become increasingly strategic and automatic in their writing, resulting in the development of fluent, coherent, and effective writing abilities.

**Low Levels of Writing Proficiency Much attention has been placed on the 2019 National Assessment of Education Progress (NAEP) reading assessment results showing that the average reading scores in the U.S. were lower for both fourth- and eighth-grade students compared to 2017, with only 35% of fourth graders and 34% of eighth graders scoring at or above proficient. However, the most recent NAEP writing assessment results (2011) should be even more concerning: only 24% of students at both grades 8 and 12 performed at the proficient level. In reporting these NAEP scores, it was noted, “It is clear that the ability to use written language to communicate with others – and the corresponding need for effective writing instruction and assessment – is more relevant than ever.” Yet the degree of focus placed on writing is much less than the attention paid to reading.