A challenge in designing a writing curriculum is that the writing process is a subjective area of teaching. Yet, the research on teaching writing offers insight into how student written improvement is best accomplished with an array of strategies for teachers to use with talented writers. These insights on writing can be coalesced into a curriculum scope and sequence at the secondary level that is appropriate for gifted students, as described in this entry.

The four dominant approaches to the K–12 vertical articulation of teaching writing include (1) presentation: the teacher explains what good writing is and gives examples; (2) natural process: the teacher has students engage in a great deal of free writing, individually and in groups; (3) focused practice: the teacher structures writing tasks ...

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