Explicit Instruction is a hot topic in education. But what does it mean for schools? This article examines the bigger context of Explicit Instruction and offers practical advice for school leadership and teachers.

Explicit instruction, the science of writing: these concepts are trending as buzzwords in education.  And in one sense, it is right and proper that we think these concepts through.  In the area of writing, many school leaders are concerned with the numbers of high school students for whom the writing gap is widening and the likelihood of passing school is now in doubt.  The question is: how do you employ a structured or explicit approach to writing that brings these students forward?  What do you actually do?

The Backstory

Explicit instruction and a scientific approach to teaching in education is not a new idea.  Indeed, one of the first people to apply it to education was French mathematician Charles-Ange Laisant.  In a methodical way, Laisant taught from first principles: visualise numbers first, then teach notation, processes, rules, concepts.  Finally, you introduce the student to abstraction.  Laisant’s influence is still felt today in mathematics classrooms.  The question is: can you do the same for writing and help schools?

As a writer, historian, educator, academic—I have wrestled with these questions for nearly thirty years.  And, after working with hundreds of schools and thousands of students—on all sides of the planet—I believe there are definitive answers to these questions.  But like answers to most things in life, the journey begins by first having the right questions.

Starting with the Right Questions

Building a systemised approach to teaching writing—an approach that has the characteristics of good science: rigour, analysis, definition, repeatability—begins with FOUR simple scientific questions:

• What writing skills should we teach?
• When should we teach these skills?
• How should we teach them?
• And, in what order?

It’s important to answer these questions fully.  Because writing is more than just an ‘academic skill’ waiting to be mastered.  Writing touches core values at the heart of a person’s character: resilience, self-awareness, self-belief, even self-worth are connected to the act and development of writing.  Students who cannot write well—or who are emotionally or psychologically ‘switched off’ writing—are more likely to perform poorly at school and have lower grades (Graham, 2006).  The same holds true for life-long learning: students who cannot write well are less likely to access university education.  While in the workplace, written communication skills are a factor in promotion and task and career effectiveness.  

"writing is more than just an ‘academic skill’ waiting to be mastered"

Practical Steps

The full explanation of a comprehensive writing system or a deep dive on how to tackle the writing gap are beyond the scope of this article.  But let me leave you with five steps any school or district could take.  Practical steps you can take to begin making explicit writing instruction a reality:

1) Define the problem. 

Good science always begins with accurate problem definition.  At Writer’s Toolbox we have been running a diagnostic writing test called the Composition Skills Index (CSI) for nearly ten years.  We have deep data on the writing capabilities of students from the first year of primary to the last year of high school, and know accurately the baseline expectations for those students in fluency, ideation, precision, focus, depth, coherence, paragraphing, and many more writing indicators.  The test eliminates teacher bias, is externally marked, and completely objective.  What’s more, we provide schools with informed advice on how to fix their writing challenge.  Then, you can focus educational energies (and precious time) on fixing root causes, not merely treating symptoms.

2) Start with the destination in mind. 

Any writing system must be progressive and embrace life-long learning.  Start with a graduate profile of what a writer looks like in your school or district.  And the skills you intend them to possess.

3) Have a complete writing scope and sequence. 
At Toolbox, we have one: every year level, every writing skill that should be taught, and in what order.  You need this because teachers deserve to know the writing skills they should be teaching—and to be taught how to teach them. 

4) Remember, writing is not grammar.  
Grammar is merely a subskill in the writer’s toolkit.  Your students need to master the broader rules of composition if they are to succeed.

5) Finally, your writing system must accommodate all subject areas in the school.  
Writing instruction is not just the responsibility of the English department—writing is everyone’s responsibility.

So what does this all mean?  Two key things.  Know exactly what your writing problem is before you fix it.  That’s important.  We often find a 30 per cent lift in grade quality in 12 months following an accurate diagnostic writing test and targeted intervention.  Secondly, build a game plan.  Every school should possess a whole-school writing strategy and programme.  One that is progressive, with explicit skills.  Tackle those two key things head on, and you’ll see: teacher confidence, student confidence, and improved outcomes follow.