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services, they are accessible and potentially beneficial to any student. For example,
the graphic organizer and color-coding system (Auman, 2015; Gould et al., 2010)
are two practices that were modified as an example in this article to demonstrate how
to fit the needs and learning targets of students. The essence of the strategies and
why they work for students were maintained, but the length and complexity were
changed. Because these strategies are so widely adaptable, they can benefit students
at any skill level or age, which makes them excellent tools for all educators.
Although the use of these strategies is an effective tool for students to organize
their writing, there may be an unintended outcome as well. Through the use of
cooperative learning strategies such as TAG and student collaboration on practice
essays, students may grow into a writing community. Fostering a writing community
allows students the opportunity to give positive and useful feedback to one another
and the ability to notice when peers are frustrated and offer advice and support.
For students who have an Individualized Educational Plan (IEP) goal of developing
positive peer interactions, feedback allows them opportunities to practice and
achieve these goals.

Conclusion
Oftentimes, writing feels like a very subjective skill, and it can be difficult to
grade or teach to students. Strategies such as graphic organizers, color coding, editing
checklists, and peer feedback provide tools that more clearly define the elements of
an essay and help students self-monitor their work so that writing becomes less
abstract, more concrete, and visual. As a result, student work is more cohesive
and coherent—displaying the two defining characteristics of an organized piece of
writing.
Finally, although these individual strategies can be used together, implementing
just one can result in improvement in student outcomes. Even a single, explicit,
evidence-based writing strategy is better than none and will provide students with a
lifelong tool for organizing their writing. More importantly, implementing strategies
that encourage students to collaborate helps enhance their social competencies, build
a community of authors, and develop self-confidence in the most reluctant of writers.

References
Auman, M. (2015). Step up to writing. Voyager Sopris Learning.
Culham, R. (2005). 6 + 1 Traits of writing: The complete guide for the primary grades. Scholastic.

Culham, R. (2010). Using benchmark papers to teach writing with the traits. Scholastic.

Dean, C. B., & Marzano, R. J. (2013). Classroom instruction that works: Research-based strategies
for increasing student achievement. Pearson Education.

Debrowski, J., & Marshall, T. R. (2018). Motivation and engagement in student assignments: The
role of choice and relevancy. Equity in motion. Education Trust.

Edutopia. (2019, February 8). 60-second strategy: TAG feedback. https://www.edutopia.org/video
/60-second-strategy-tag-feedback
Fletcher, R. J. (2013). What a writer needs. Heinemann.

Gould, J. S., Gould, E. J., Burke, M. F., & Rojas, M. (2010). Four square (4 square) writing
method: For grades 1–3. Teaching & Learning Co.

12 The Delta Kappa Gamma Bulletin: International Journal for Professional Educators