Writing is an essential skill and outcome for academic and professional success, but the call for evidence-based practices and instructional differentiation to support all student-writers' needs has yet to be sufficiently addressed. The Common Core State Standards' Initiative resurfaced a focus on writing instruction and brought attention to reading and writing connections. Despite the efforts of policy, writing is still reported by teachers to be an instructional challenge. Further, even though there are models of Response to Intervention (RTI) for reading and mathematics, tiered support for writing instruction is not present in classrooms or it may not be systematic, sustainable, and replicable. The purpose of this paper is to suggest a model for tiered support in writing drawing from reading structures. Analogies are drawn between the two; limitations and research implications are discussed.