Why Type Three Writing?

“Continuous improvement is better than delayed perfection.” 

- Mark Twain

Our recent newsletters have explored ways to use real, relevant, and relatable writing in all content areas. This month, we are highlighting how our strategies are equally effective when used as a “learning to write” framework. In fact, our foundational work was intended for ELA teachers, and it worked so well that we expanded to “writing to learn” across the curriculum. Knowing that writing is not exclusively a skill for the ELA classroom is important—but it is not the complete picture of who we are.

WHY use our simple, effective, and efficient strategies for teaching writing?

A need for writing instruction at all grade levels was the inspiration for the tools, protocols, and methods that are the heart of our learning to write framework. The research, experiences, and testimonials of teachers, authors, researchers, and students included here validate Why we do it the way we do.

This issue honors our roots as a Learning to Write Learning to initiative.

Read the full issue of The March 2025 Collins Writing Exchange for more information.

“Good writing matters because it empowers students to express their ideas clearly and succeed academically. For teachers, effective writing instruction is essential as it transforms their ability to guide students in developing critical thinking and communication skills.” communication skills.”

- Dr. Karen Harris, SRSD Creator, Arizona State University

The WHYS of Learning to Write

While Type One and Type Two Writing are all about "writing to learn," Types Three, Four, and Five provide a proven framework for "learning to write." FCAs, the hallmark of Type Three, Four, and Five Writing, are based on decades of research on effective teaching and learning. For Collins Writing users, they are the foundation of "learning to write."

FCAs provide:

• Focused practice for students and focused assessment for teachers

• A clear focus for student-centered revision

• A practical and effective structure for self- and peer-editing

Why this Learning to Write triad?

Because ... each of the three corners supports student independence, confidence, success, and, ultimately, writing progress. Experts have weighed in and articulated that learning to write is hard, and teaching writing is even harder. Our framework provides simple-to-use strategies and protocols that empower both students and teachers in the writing classroom.

WHY do we do what we do when it comes to teaching writing? Click here to see what the experts say about our triad of key practices...

With Collins Writing, students are empowered to become confident, independent, and proficient writers. Similarly, teachers are given a plan that empowers them to increase writing frequency, focus their writing instruction, and streamline the feedback process for maximum writing proficiency.

Check out the full March 2025 Collins Writing Exchange Newsletter.