In this article, I argue that a process approach which enables students to draft, discuss and revise then share and celebrate each other's compositions can support their writing development more effectively than the current near-exclusive use by English teachers in UK schools and colleges of the form of text modelling that requires students to…

Fifteen upper-elementary teachers (regular and resource room) agreed to enact a new instructional model called Cognitive Strategy Instruction in Writing (CSIW). The model emphasized that teachers should model the cognitive processes of writers, scaffold dialogue with students about their writing, and create a social context in which writers…