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About Us

Who we are and
how we got here.
Writing to Win's evidence-based learning practices result in significantly higher student achievement and greater engagement across core academic subjects. We emphasize growing teacher capacity by setting up and coaching model classrooms in each school with online and onsite training.

Writing to Win is an established research and evidence-based school improvement provider to K-12 public and private schools and homeschool associations since 1986. The progress of students we serve is measured independently on end-of-year and end-of-course state tests. Our three instructional solutions – Frequent Writing on Demand – Applied Grammar online – Paired Texts Packets – show a consistently positive impact on student achieve in combination or standalone.

Recent definitive research in writing, Writing Next, identifies 11 effective writing practices that easily fit into any curriculum. Most of the studies blend reading into writing practices to impact student achievement positively. Click here to see the full correlation between the three Writing to Win solutions and Writing Next recommendations.

A positive and engaging learning environment in every classroom

Classrooms using Writing to Win instructional solutions are intentionally designed. Student materials (Frequent Writing on Demand, Applied Grammar, or Paired Texts Packets) are stored for ease of access. Students know what to do when they enter the classroom and eagerly perform their assigned roles in a day of teaching and learning. Teachers who follow a Writing to Win pacing guide replicate the evidence-based impact of Writing to Win pilot initiatives. Online instructional resources spring into action with a click on the teacher’s computer. Projected Writing on Demand prompts activate or close the work session in every class. Armed with self-assessment and peer-response rubrics, students respond to the quality of their own writing and that of their PALs.

Exemplary teacher and learning in every classroom

Teachers trained in the Writing to Win solutions see their students and integrated reading-writing in a new light. They use writing as the ultimate differentiator for learning. Students work with the Writing to Win tools in groups, each with an assigned task to report to the rest of the group or class. They read their writing aloud to a PAL and cite evidence from their writing for their score on a 3-trait rubric for the PAL to confirm or question (Writing on Demand). They eagerly participate as a whole-group in an oral-kinesthetic mini-lesson (Applied Grammar online). They assume the task of a spotter in analyzing and reporting the role of a key term in a reading text to their class (Paired Texts Packets). Teachers spend time and effort on small-group conferencing and on coaching, facilitating, and tracking student progress, all hallmarks of exemplary teaching.

An emphasis on purpose in learning

With every writing task, students accept and come to understand the purpose of their writing for a specific audience. Everything they write reaches a specific audience, from an assigned PAL to a small group, their whole class, the class next-door, or a special person the choose to send it to. Since students know their audience will provide a rubric-based response, write with greater engagement. Their writing does more than satisfy that requirements of the argument/opinion, informational, or narrative genres. Their narratives entertain, surprise, or provoke empathy. Their informational essays intrigue or marvel as they explain content-rich texts. Their arguments / opinion writing compels readers to agree, rethink ideas, or take action. In student-centered learning, simple, specific reading-writing tasks empower students to take the lead in their learning. As they perform their tasks, their performances divulge what they understand and misunderstand about course standards.

W2Win solution W2Win title Improved student achievement
Writing on Demand (online/print) Daily Writing to Learn the Curriculum, gr K-12 Benchmark tests, end-of-grade and end-of-course tests, ELA, math, science, social studies, CTAE
Paired Texts Packets (print) Paired Texts Packets, gr 3-12 Tests of reading comprehension and constructed and extended responses to texts
Applied Grammar (online/print) Sentence Building, levels 1-10 End-of-grade ELA tests; end-of-grade and end-of-course tests of written expression; benchmark writing tests

Our Partners

Our Writing to Win Team

Warren E. Combs
Warren E. Combs
Founder of Writing to Win
Dr. Combs began his career in teaching and learning with his dissertation that defined a paradigm shift in the teaching of English grammar. With systematic sentence-combining practice, 7th graders wrote essays typical of high school juniors. Later studies verified that sentence combining improved scores of reading comprehension and written expression for students from gifted to special education. In Applied Grammar Online, Dr. Combs has compiled sentence-combining lessons that cover all K-12 language standards. Classroom action data shows that this routine solves the problem of ensuring that students actually use the language patterns they are taught.

With this paradigm shift in place, Dr. Combs noticed a need for two more. For the first of these, he developed a system that uses short frequent writing for vocabulary building in math, science, and social studies. Writing on Demand Online solves the problem of learning and retaining core content. For the second, he developed Paired Texts Packets to ensure that students used the writing process to respond with ease and insight to content-rich texts. These three instructional routines fully integrate reading and writing from the level of words to sentences to full texts.

In his career, Dr. Combs has taught at several universities from Washington state to Georgia. As an author of three best-selling professional development books, nine Writing to Win titles, and multiple journal articles, he has spoken at conferences across the U.S. Dr. Combs champions the Writing to Win core values of integrity and communication.

Taylor E. Combs
Taylor E. Combs
Director of Instructional Technology
Mr. Combs was a former neuroscience research assistant as part of his studies at the University of Georgia at Athens. His research with Dr. James Brown investigated vision processing. Although in working with Writing to Win, he became most interested in childhood learning and development. He loves watching the boys in the demonstration classes respond to him with surprise, a teenager engaged in applying grammar lessons or responding to a science or social studies text. It brings great satisfaction to see reluctant learners come into the rhythm of writing and learning by the close of a lesson.

Taylor was a contributing author of Writing to Win Paired Texts Packet for grades 6-12. As a Writing to Win trainer, he works with all levels of students and teachers. He enjoys using the routines to introduce 3rd graders to the U.S. Constitution just as much as 8th graders to genetic inheritance, or 12th graders to models of human learning.

He contributed much to the development of Writing to Win’s online instructional routines. He currently leads the team in launching and supporting interactive orientation videos for distance learning and online tutorials for targeted lessons. The team recognizes his contribution of the core value of creativity.

Arnelle Combs
Arnelle Combs
Copy Editor and Project Coordinator
Arnelle Norwood Combs taught elementary school where she excelled at her adaptation of the Glasser Classroom Meeting model. There she honed a unique ability to motivate and inspire students without coercion or cheerleading. That gift she brought to the Writing to Win team, especially in the recent transition from print to digital media. She is especially adept at making Writing to Win materials teacher and student friendly. She is the project coordinator for the team and has directed several projects like the popular Daily Writing Prompts. She keeps the team’s core value of humor and enjoyment in the forefront of our work together.
April Turner
April Turner
Customer Service and Marketing Outreach
April Turner comes to the Writing to Win team from a local printing company where she was front office manager. There she handled all the printing and order fulfillment for Writing to Win. She was the obvious choice for the team once it required a person full time. She continues to handle order fulfillment and customer service for the team. The team finds her indispensable with formatting all texts that guides leaders, teachers, and parents in using our interactive orientation videos. Perseverance is the core value April brings to the team daily.
Susan Gullion
Susan Gullion
Director of Marketing
Prior to being named Director of Marketing for Writing to Win, Susan logged more than 15 years of marketing experience. 10 years ago, she focused her interest in digital marketing, using website optimization (SEO), online paid advertising (PPC), website design, email marketing, and social media marketing. Susan is renowned for her expertise in SEO and has been named among the top 10 local SEO specialists in the United States. Susan applies her digital marketing expertise to improving Writing to Win’s online presence with digital marketing strategies. She brings the core values of Integrity and intentional Communication to the team daily.