The Science of Writing: What Actually Works?

If you’ve been anywhere near the world of education lately, you’ve probably heard about the “Science of Reading” movement. The podcast Sold a Story shook up the literacy world by exposing how reading instruction in the U.S. has ignored research-backed strategies for decades.

But as I listened to that podcast, I couldn’t stop thinking: What about writing?

Where is the research-backed, evidence-based method for teaching kids to write?

So, I did what any self-respecting teacher does during a break—I fell down a massive research rabbit hole. And what I found? Well, let’s just say…it was eye-opening.

In this post, I’m breaking down:
✔️ The biggest problems with how writing is taught today
✔️ What actual research says about effective writing instruction
✔️ The three essential components of a successful writing program

Let’s dig in.

The Pendulum Problem in Writing Instruction

Education is notorious for swinging back and forth between extreme teaching methods. Writing instruction is no exception.

✏️ We went from... Old-school grammar drills and sentence diagramming (cue the trauma flashbacks).
✏️ To... Freeform writer’s workshop, where kids could “write whatever they wanted” with little direct instruction.
✏️ To... Today’s Common Core-driven focus on essays, constructed responses, and rigid formats.

Each method gets something right but misses the full picture. And just like in reading instruction, teachers often recognize the gaps in their classrooms long before research catches up.

The problem? Most writing programs aren’t actually research-based. They’re curriculum-driven—designed to fit state standards, not necessarily to develop lifelong writers.

So, I started digging into what actually works—and here’s what I found.

The Research (Or Lack Thereof) on Writing Instruction

One of the first studies I came across was from the Hechinger Report, a nonprofit organization focused on education.

Their findings? Scientific evidence on how to teach writing is… shockingly slim.

❌ Most studies don’t include control groups (because, ethically, you can’t just refuse to teach writing to kids in a research setting).
❌ Writing quality is highly subjective—making it difficult to measure improvements.
❌ Popular writing programs like Writer’s Workshop or The Writing Revolution don’t actually have controlled studies proving their effectiveness.

That’s not to say these methods don’t work. But it does mean that the writing instruction debate has become more about preference than proven results.

So, what DO we know?

I found three research-backed components that actually make a difference in writing instruction.

1. Students Need to Spend More Time Writing

This seems obvious, right? But you’d be shocked at how little time students actually spend writing in many classrooms.

📌 What the Research Says:

• A 2019 Hechinger Report study found that students who wrote more often consistently performed better than those who didn’t.
• The simple act of writing every day (even informal writing) improved students’ ability to organize thoughts, build arguments, and express ideas.

📌 What This Looks Like in the Classroom:

• Daily low-stakes writing prompts to build fluency.
• Student-led writing workshops where they share and refine their work.
• Less focus on final essays and more focus on the writing process.

More writing = better writers. Period.

2. Grammar Instruction (Alone) Doesn’t Work

Here’s a finding that might shock you:

🚨 Explicit grammar instruction (on its own) does NOT improve students’ writing quality. 🚨

A study reviewed by the Hechinger Report found that when students were taught grammar rules in isolation, their writing actually got worse.

Why? Because grammar becomes disconnected from the writing process.

📌 What the Research Says:

• Students learn grammar best in the context of their own writing—not through drill-and-kill worksheets.
• The most effective grammar strategy? Sentence combining.

📌 What This Looks Like in the Classroom:

• Teaching sentence combining daily (instead of isolated grammar drills).
• Encouraging students to revise for sentence variety in their own work.
• Modeling grammar lessons within the writing process (not as separate lessons).

This is exactly why my students start every class with sentence combining exercises—and after six months, 95% of them can now write compound and complex sentences with ease. 🎉

3. Motivation Is the #1 Factor in Writing Success

This one hit home.

Motivation is more important than any strategy, worksheet, or curriculum.

📌 What the Research Says:

• Studies show that students write better when they care about what they’re writing.
• The best writing classrooms are exciting, social, and noisy (not silent, test-driven spaces).
• Authentic audiences matter—students are more engaged when their peers (not just their teacher) read their work.

📌 What This Looks Like in the Classroom:

• Letting students choose their writing topics (within structured frameworks).
• Creating collaborative writing opportunities (peer feedback, student-led workshops).
• Using real audiences (classroom blogs, student writing showcases).

When students are motivated, they put in the work. When they aren’t, they don’t—no matter how good the curriculum is.

So… What’s the Best Approach to Teaching Writing?

Honestly? It’s not one thing.

✅ Explicit instruction (but not just about grammar).
✅ Daily writing practice (even if it’s informal).
✅ Structured feedback and revision (but in a student-led way).
✅ A focus on motivation and engagement (because if they care, they’ll revise).

Writing is not an either-or situation. We don’t need to pick between direct instruction and free writing. The best approach is one that meets students where they are and helps them grow into confident, independent writers.

Final Thoughts: Stop Waiting for Someone to "Pick You"

At the end of the day, I realized something huge—something I first heard from Mel Robbins (one of my favorite motivational speakers).

She said:

💡 "Stop waiting for someone to pick you." 💡

That hit me hard.

For years, I waited for some official expert to tell me the “right” way to teach writing. But the truth is, we already have enough evidence to move forward.

If the research isn’t complete, we don’t wait—we lead.

Teachers, we know what works in our classrooms. And if your school’s writing program isn’t cutting it, you don’t have to wait for permission to change things.

If you’re ready to build a research-backed, student-led writing classroom, I’d love to help!

👇 Want to see how I structure my writing program? Grab my FREE eBook HERE.

Can't wait and just want to jump into the FULL training?? I don't blame you. It's a gamechanger. :) Click HERE.

And don’t forget to watch the full video here:
🎥 The Science of Teaching Writing – My Hunt for Research-Based Writing Instruction

🚀 Let’s stop waiting and start transforming writing instruction—together.

"This is the BEST writing program training I have ever taken!" ~Julie B, middle school ELA teacher

 

What do you think?

Drop a comment below! Do you see these struggles in your own classroom? What’s working (or not working) for your students? Let’s chat! 😊