Introduction
Writing is a lifelong skill that individuals use everyday. In order to function in professional, social, community, and civic activities, individuals must be proficient at writing (Graham et al., 2012). The teaching of writing begins in elementary schools where teachers instruct students on developmentally appropriate skills related to writing. Schools hope that the instruction leads students to become proficient writers. However, students are struggling around the country with the ability to write effectively. In 2002, based off of standardized assessments, 72% of eighth-grade students could not write at the proficient level (Koenig, Eckhert, & Hier, 2016). The amount of students struggling in writing shows educators that there is a need to improve writing instruction in order for students to master the important, lifelong skill. Teachers are finding strategies to improve writing instruction in their classroom. Writer’s workshop, conferences, and the use of rubrics are three of the many strategies teachers are implementing to help young students become better writers.