School-Based Intervention Idea from


Fluency: Have Students Write Every Day  (Graham, Harris & Larsen, 2001)

Short daily writing assignments can build student writing fluency and make writing a more motivating activity.

For struggling writers, formal writing can feel much like a foreign language, with its own set of obscure grammatical rules and intimidating vocabulary. Just as people learn another language more quickly and gain confidence when they use it frequently, however, poor writers gradually develop into better writers when they are prompted to write daily--and receive rapid feedback and encouragement about that writing. The teacher can encourage daily writing by giving short writing assignments, allowing time for students to journal about their learning activities, requiring that they correspond daily with pen pals via email, or even posting a question on the board as a bell-ringer activity that students can respond to in writing for extra credit. Short daily writing tasks have the potential to lower studentsí aversion to writing and boost their confidence in using the written word.


Graham, S., Harris, K. R., & Larsen, L. (2001). Prevention and intervention of writing difficulties for students with learning disabilities. Learning Disabilities Research & Practice, 16, 74-84.

Copyright ©2018 Jim Wright