Tasks presented to students through teacher prompting should be at an instructional level so that students will encounter some challenges requiring strategy use but will also be able to complete much of the task accurately and fluently. Therefore, one of the primary goals of the teacher's instructional scaffolding during writing is to ensure a high level of student success with a few opportunities for problem solving. As teachers observe students' success with these challenges, they are then able to introduce new strategic processes that raise the difficulty level appropriately.
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Young and poor writers have a limited control over strategies for writing. These writers do, however, learn strategic behavior for writing when these strategies are taught to them in clear and supportive ways. When authentic and targeted modeling of the ways in which writers work is presented by teachers and co-constructed with students during collaborative, rich discussion, learners develop understanding of the purposes, intrinsic motivation, and techniques of writing. Several excellent frameworks for writing instruction accomplish these goals, including modeled, shared, interactive, guided or independent writing. During guided writing instruction, in particular, students are provided with opportunities to experience successful and independent writing within the context of strong teacher support.