Exploring Effective Teaching Writing Strategies for United States Secondary Public High School Classrooms- A Literature ReviewMironchik, Yekaterina Teaching Writing StrategiesSelf-Regulated Strategy DevelopmentEducationEnglishStudent Centered LearningRelevant InstructionInternational CollaborationTeacher AttitudesStruggling WritersData-Driven InstructionPublic High School EnglishSecondary EducationB SThis literature review sought to explore the most current and effective teaching writing strategies that can be applied to secondary public high school classrooms in the United States. The purpose of this research was to address the pertinent writing issues that exist in public secondary schools that have been exhibited though low writing test scores. The study identified a lack of national, state, and local research in the United States. However, writing studies in other countries provided some data driven solutions that may be successful in the United States. The findings included encouraging students to engage in self-regulated strategy development, motivating teachers to honestly assess and adjust their own instruction, establishing the importance of correctly responding to students’ needs, creating relevant instruction, staying up to date on current practices, and having student-centered learning be a key goal of writing instruction. The scholarly research analyzed in the literature review showed successful applications of these findings, and teachers should use them to improve how they teach writing. Russell Kirkscey, Thesis SupervisorGina Brelsford, Thesis Honors Advisoropen_access2025-11-14T20:33:41Zhttps://honors.libraries.psu.edu/catalog/9899ydm5028