Six types of writing form the basis of a carefully-sequenced genre progression designed to support students in mastering a range of academic demands as well as deepen the professional practice of teachers. The Writing Proficiency Project leadership team selected the writing types (also referred to as writing type priorities) based on current research on writing instruction as well as many years of collective teaching experience. The writing sequence is designed to:

• engage early writers
• respond to the developmental needs at each of the different grades
• prepare students for state writing assessments
• provide development in critical thinking that is the basis of all writing
• link writing instruction across all grade levels

The writing types are outlined below:

Grade 4 - Response to Literature
Grade 5 - Research Report
Grade 6 - Expository: Information
Grade 7 - Persuasive
Grade 8 - Response to Literature
Grade 9 - Expository Essays and Research Reports

Teachers will design writing instruction around the writing type focus at their grade and additional writing types indicated in the standards. Teachers should devote carefully planned instruction to the priority writing type in order to allow for practice and mastery. By assessing students in the same writing type at the beginning of the year and the end of the year, teachers are able to measure growth in a relevant and meaningful fashion.

You will find the following information organized by grade level on this site

• A description of the priority writing type selected for the grade level.
• Details about the Process Writing Assessment beginning-of-year (diagnostic / formative) and end-of-year (summative) assessments designed to help teachers measure their students' growth over the course of one school year.
• Teacher-created and piloted units of study that support teaching the selected writing type.
• Other tools and resources relevant to the grade level.

The Writing Proficiency Project Leadership Team believe in the following essential ideas about writing and writing instruction:

1. Writing is a complex activity; more than just a skill or talent, it is a means of inquiry and expression for learning in all grades and disciplines. Writing is the most visible expression of what students know and how well they have learned it. Students write to learn.
2. Writing helps to develop higher order thinking skills: analyzing, synthesizing, evaluating, and interpreting.
3. Writing is inquiry, problem solving, and discovery. Writing can deepen learning.
4. In the classroom, there should be a balance of on-demand and student-generated writing and there is a balance between direct and process-based instruction.
5. Teachers plan using the gradual release of responsibility model.
6. Second language learners and struggling writers receive differentiated instruction. Second language learners and struggling writers receive frequent, consistent feedback
7. Writing instruction happens on a daily basis.
8. Students analyze and talk about their own and other students' writing.
9. All students receive a response in guided writing situations.
10. The goal is to foster a love of writing.
    

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