About Us

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 on state tests. Our three instructional routines –  Applied Grammar, Applied Vocabulary, and Paired Texts Packets – show a consistently positive impact on student achievement in combination or standalone.

Recent definitive research in writing, Writing Next, identifies 11 effective writing practices that blend reading into writing practices. Click here to see the full correlation between the three Writing to Win routines and Writing Next recommendations.

A positive and engaging learning environment in every classroom

Classrooms using Writing to Win instructional routines are developed with intention. Student materials (Applied Grammar, Applied Vocabulary, or Paired Texts Packets) are positioned for ease of access. Students know what to do when they enter their classrooms and are eager to engage in a day of learning. Teachers follow a Writing to Win pacing guide. Online resources spring into action with a click on the computer. Projected writing prompts activate or close the work sessions. Self-assessment and peer-response rubrics guide student responses to the quality of their own writing and that of their PALs.

Exemplary teaching and learning in every classroom

Teachers see writing as the ultimate differentiator for learning. Students work with the Writing to Win tools in a group-assigned tasks to report to the rest of the class. They eagerly participate whole-group in oral-kinesthetic mini-lessons (Applied Grammar online). They read their writing aloud to a PAL and cite evidence to support their self-assessment (Applied Vocabulary). They assume the task as spotters who analyze and report the role of key terms in reading texts (Paired Texts Packets). Teachers practice small-group conferencing and facilitating student progress.

An emphasis on purpose in learning

With every writing task, students understand the purpose of their writing for specific audiences – a small group, whole class, the class next-door, or a special person that they choose. Students write with engagement since their audience provides rubric-based responses. Their narratives entertain, surprise, or provoke empathy. Their informational essays intrigue or marvel as they explain content-rich texts. Their argument / opinion writing compels readers to agree, rethink, or act. In student-centered learning and specific reading-writing tasks, students take the lead in their learning. As they write they show what they understand and misunderstand about course standards.