{"id":46999,"date":"2026-04-08T18:32:24","date_gmt":"2026-04-08T18:32:24","guid":{"rendered":"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/"},"modified":"2026-04-08T18:32:24","modified_gmt":"2026-04-08T18:32:24","slug":"how-teachers-make-writing-achievable-without-lowering-standards","status":"publish","type":"post","link":"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/","title":{"rendered":"How Teachers Make Writing Achievable Without Lowering Standards"},"content":{"rendered":"<p><br \/>\n<\/p>\n<div>\n<p>\u201cI\u2019m just not a good writer.\u201d<\/p>\n<p>It\u2019s a phrase teachers hear too often, usually at the exact moment a writing task is assigned. For many students, the leap from understanding a concept to putting it on paper feels like an impossible hurdle. Writing is often treated as a final \u201creveal\u201d of learning at the end of a unit \u2014 potentially a high-pressure task that can feel overwhelming for students who haven\u2019t been given a clear roadmap.<\/p>\n<p>Educators are increasingly recognizing that to help students succeed, they have to move beyond simply <em>assigning<\/em> writing and start explicitly <em>teaching<\/em> it.<\/p>\n<aside class=\"aside-image\">\n<figure class=\"aside-full-width figure-image\"><img decoding=\"async\" src=\"https:\/\/edsurge.imgix.net\/uploads\/photo\/image\/11729\/Olson-1772989820.jpeg?w=240&amp;h=240&amp;auto=compress,format&amp;fit=crop&amp;blur=10&amp;px=4\" srcset=\"\" sizes=\"240px\" alt=\"\" title=\"\" data-aspect-ratio=\"square\" data-image-fit=\"crop\" data-image-pad=\"null\" data-image-bg=\"fff\" class=\"lazyload\" data-srcset=\"https:\/\/edsurge.imgix.net\/uploads\/photo\/image\/11729\/Olson-1772989820.jpeg?w=120&amp;h=120&amp;auto=compress%2Cformat&amp;fit=crop 120w,https:\/\/edsurge.imgix.net\/uploads\/photo\/image\/11729\/Olson-1772989820.jpeg?w=240&amp;h=240&amp;auto=compress%2Cformat&amp;fit=crop 240w,https:\/\/edsurge.imgix.net\/uploads\/photo\/image\/11729\/Olson-1772989820.jpeg?w=480&amp;h=480&amp;auto=compress%2Cformat&amp;fit=crop 480w\"\/><figcaption>Dr. Barrie Olson<br \/>Vice President, Reading Curriculum &amp; Instruction, Curriculum Associates<br \/><\/figcaption><\/figure>\n<\/aside>\n<p>To explore how to make this shift, EdSurge caught up with <a href=\"https:\/\/www.linkedin.com\/in\/barrie-olson-1640bb197\/\" target=\"_blank\" rel=\"noopener nofollow\">Dr. Barrie Olson<\/a>, vice president of reading curriculum and instruction at <a href=\"https:\/\/www.curriculumassociates.com\/\" target=\"_blank\" rel=\"noopener nofollow\">Curriculum Associates<\/a>. Drawing on her experience as a literacy designer and former college professor, Olson discusses why students struggle with the demands of writing and how a \u201cbackward design\u201d approach can transform writing instruction in the classroom.<\/p>\n<p><strong>EdSurge: We\u2019ve seen a major shift toward research-based, explicit reading instruction over the past decade. Is writing on a similar trajectory? What does strong instruction look like in practice?<\/strong><\/p>\n<p><strong>Olson:<\/strong> The research base around writing is clear: Students become stronger writers when instruction is explicit, structured and grounded in knowledge-building content. So when we think about strong writing instruction, it is not about assigning more essays; it\u2019s really about directly teaching the craft of writing. <\/p>\n<p>We have to clarify the final product to bring that necessary focus and coherence to instruction. Each lesson across a unit should move students incrementally closer to that final writing task. <\/p>\n<p><strong>What are the most common reasons students struggle with writing, and what do those challenges look like in real classrooms?<\/strong><\/p>\n<p>It\u2019s important to remember that writing is one of the most cognitively demanding things that students do in a classroom. Writing asks students to generate ideas, organize those ideas, select evidence, construct sentences and monitor conventions \u2014 all at the same time. For many students, that cognitive load can feel overwhelming. <\/p>\n<p>I think a lot of writing struggles stem from gaps in foundational writing skills. So students may not have had enough structured practice to organize their thinking, or they may struggle to express ideas orally, which, if you think about it, is just going to make it that much harder for them to then get it down on paper.<\/p>\n<p><strong>For teachers looking to strengthen writing instruction, what first step makes the biggest difference?<\/strong><\/p>\n<aside class=\"aside-pullquote\">\n<figure class=\"figure-pullquote\">\n<blockquote class=\"pullquote\"><p>Writing is one of the most cognitively demanding things that students do in a classroom.<\/blockquote><figcaption>\u2014 Dr. Barrie Olson<\/figcaption><\/figure>\n<\/aside>\n<p>The most powerful starting point is backward design. It starts not with \u201cWhat is the teacher doing with the student?\u201d but with the teacher asking, \u201cWhat do I want students to be able to produce at the end of this unit? Is it a literary analysis? Is it an evidence-based argument? Is it an explanatory essay? And then what kind of thinking do I want to see from my students?\u201d Once that endpoint is clear, teachers can plan a coherent sequence of lessons that build the necessary skills step by step.<\/p>\n<p><strong>Writing prompts play a central role in instruction. What makes a writing prompt truly effective for students?<\/strong><\/p>\n<p>What I always tell people is that the quality of student writing is determined by the quality of the prompt. Are we giving them the information they need to be successful at this task? We see people who want to use shorter prompts or less complex ones. They think it\u2019s easier when, in fact, vague prompts increase the cognitive load for students because they are left guessing.<\/p>\n<p>Clear prompts make instruction and assessment stronger because they can be aligned with explicit teaching. A well-designed prompt might feel hard, but it sets these students up for success because it is transparent about expectations. Any writing prompt should require students to return to the text, to quote, analyze and explain, which reinforces close reading skills while strengthening writing.<\/p>\n<p><strong>Even with strong prompts, writing can feel overwhelming. How can teachers scaffold tasks without oversimplifying?<\/strong><\/p>\n<p>When we talk about scaffolding writing, the key is chunking complexity. It is also starting much earlier than most people realize. Work doesn\u2019t begin the day that students are told, \u201cHey, start your essay.\u201d It begins on the first day of the unit. The key is not lowering the bar. The scaffolds and progression make rigorous writing achievable for all students.<\/p>\n<aside class=\"aside-pullquote\">\n<figure class=\"figure-pullquote\">\n<blockquote class=\"pullquote\"><p>The most powerful starting point is backward design. It starts not with \u201cWhat is the teacher doing with the student?\u201d but with the teacher asking, \u201cWhat do I want students to be able to produce at the end of this unit?&#8221;<\/blockquote><figcaption>\u2014 Olson<\/figcaption><\/figure>\n<\/aside>\n<p>These scaffolds not only help students get where they need to be and give them a clear sense of purpose, but they also send a really important message: Learning involves collecting information, layering it onto what we already know and then communicating what we\u2019ve learned.<\/p>\n<p><strong>Why is it important to teach reading and writing together, and how can teachers integrate them in daily instruction?<\/strong><\/p>\n<p>Reading and writing are reciprocal processes. When students analyze a text\u2019s structure, an author\u2019s argument or use of evidence, they\u2019re building a blueprint for their own writing. Teaching reading and writing together makes literacy instruction more efficient and impactful because writing becomes a tool for thinking. It\u2019s a cycle: Stronger reading leads to stronger writing, and stronger writing helps students defend their thinking and deepen comprehension.<\/p>\n<p>I want to walk into a classroom that\u2019s loud because kids are so excited about what they\u2019re learning that they can\u2019t keep it in. Writing gives them a way to leave a permanent record of their thinking.<\/p>\n<\/div>\n<p><br \/>\n<br \/><a href=\"https:\/\/www.edsurge.com\/news\/2026-04-08-how-teachers-make-writing-achievable-without-lowering-standards\">Source link <\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>\u201cI\u2019m just not a good writer.\u201d It\u2019s a phrase teachers hear too often, usually at the exact moment a writing<\/p>\n","protected":false},"author":1,"featured_media":47000,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-46999","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin v25.0 (Yoast SEO v26.9) - https:\/\/yoast.com\/product\/yoast-seo-premium-wordpress\/ -->\n<title>bondahx - bondahx<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"How Teachers Make Writing Achievable Without Lowering Standards\" \/>\n<meta property=\"og:description\" content=\"\u201cI\u2019m just not a good writer.\u201d It\u2019s a phrase teachers hear too often, usually at the exact moment a writing\" \/>\n<meta property=\"og:url\" content=\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/\" \/>\n<meta property=\"og:site_name\" content=\"bondahx\" \/>\n<meta property=\"article:published_time\" content=\"2026-04-08T18:32:24+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/edsurge.imgix.net\/uploads\/photo\/image\/11729\/Olson-1772989820.jpeg?w=240&amp;h=240&amp;auto=compress,format&amp;fit=crop&amp;blur=10&amp;px=4\" \/>\n<meta name=\"author\" content=\"yawyaw111\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"yawyaw111\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"5 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/\"},\"author\":{\"name\":\"yawyaw111\",\"@id\":\"https:\/\/bondahx.com\/#\/schema\/person\/46dc9a4646c23a602cea23ce9f4681e8\"},\"headline\":\"How Teachers Make Writing Achievable Without Lowering Standards\",\"datePublished\":\"2026-04-08T18:32:24+00:00\",\"mainEntityOfPage\":{\"@id\":\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/\"},\"wordCount\":980,\"commentCount\":0,\"image\":{\"@id\":\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/#primaryimage\"},\"thumbnailUrl\":\"https:\/\/bondahx.com\/wp-content\/uploads\/2026\/04\/Shutterstock_2500679811-1772990645.jpg\",\"inLanguage\":\"en-US\",\"potentialAction\":[{\"@type\":\"CommentAction\",\"name\":\"Comment\",\"target\":[\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/#respond\"]}]},{\"@type\":[\"WebPage\",\"ItemPage\"],\"@id\":\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/\",\"url\":\"https:\/\/bondahx.com\/index.php\/2026\/04\/08\/how-teachers-make-writing-achievable-without-lowering-standards\/\",\"name\":\"bondahx - 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