Gibson, S.A. (2008). An effective framework for primary-grade guided writing instruction.

The
Reading Teacher, 62(4), 324–334.

 Teachers should provide explicit instruction targeting students' abilities to produce brief
but complete writing products fluently and confidently, resulting in each student's
improved drafts over time.

Englert, C.S., & Dunsmore, K. (2002). A diversity of teaching and learning paths: Teaching
writing in situated activity. In J. Brophy (Ed.), Social constructivist teaching: Affordances and
constraints (pp. 81–130). Amsterdam: JAI Press.

 Writing instruction should include explicit instruction during student's own writing.
Teachers "step in" to model and prompt and "step back" to encourage students to make
decisions and solve problems about their own writing.

Fearn, L., & Farnan, N. (2001). Interactions. Teaching writing and the language arts. NY:
Houghton Mifflin.

 Direct instruction in writing requires teachers to show how writing works across genres,
formats, procedural knowledge, word usage, spelling, and punctuation.

 Assessment practices should show teachers which ideas, concepts, principles, and skills
need to be taught to which students and for how long.

These simple steps will guide you through the essay writing process:

 Decide on your topic.

 Prepare an outline or diagram of your ideas .
 Write your thesis statement.
 Write the body.
o Write the main points.
o Write the subpoints.
o Elaborate on the subpoints.
 Write the introduction.
 Write the conclusion.
 Add the finishing touches.