6 Effective writing scaffold examples for students

In this guide

• What is scaffolding in writing instruction?
• The benefits of using scaffolds to support student writing
  • Build confidence
  • Lessens frustration
  • Encourage differentiation
  • Contribute to a positive classroom environment
• Step-by-step guide to scaffolding writing in the classroom
  • Activate or build background knowledge
  • Provide clear instructions
  • Consistency
  • Include ongoing feedback
  • Remove scaffolds when appropriate
• Effective writing scaffold examples for different year groups
  • Gradual release
  • Graphic organisers
  • Mentor texts
  • Checklists
  • Incremental writing
  • Targeted feedback and practice

What is scaffolding in writing instruction?

Like the scaffolding that is used to construct and repair buildings, scaffolds in writing help students to understand hard to “reach” skills and knowledge. They assist the learner in ways that help them to access language and year group level content. Scaffolding strategies also allow a teacher to differentiate their instruction so that all students can access the learning and improve their skills no matter what their individual level. 

There are multiple reasons that a teacher may choose to use scaffolds with their students. One example may be for EAL students. In my current classroom, I have students that are at various stages of English language development. Scaffolds such as graphic organisers or sentence stems can help these students to access academic English vocabulary in a more constructive way. 

Another reason for the use of scaffolds can be for students with learning differences. Students may need more visuals or might benefit from a checklist when writing. Scaffolds can help learners access the materials in a way that allows them to participate in the lesson and to become less frustrated. 

These educational scaffolds are temporary. Their purpose is to provide initial support and leverage so that students can build their skills and knowledge. A beautiful building cannot be seen if scaffolds cover it forever. Likewise, student growth and learning cannot be measured if the scaffolds are permanent. We want students to become independent learners who succeed and grow.

The benefits of using scaffolds to support student writing

Scaffolding allows teachers to differentiate their instruction for the needs of their students. Through addressing student needs, teachers are able to create a more positive learning environment where all students feel valued. While the scaffolds needed may differ, the benefits do not. 

The use of scaffolding in the writing classroom has many benefits for both the teacher and the students. Scaffolds can help students build confidence and lessen their frustration while learning new or difficult concepts.

1) Build confidence

Learning new skills can often be a frustrating experience for students. This frustration can be compounded by factors such as learning English or learning difficulties. 

Students who have struggled in the past for any reason may also have a hard time with confidence. Struggling to write and complete tasks can be embarrassing or overwhelming. 

Scaffolding can help students to be successful by allowing them to have supports that are specific to their needs. In the writing classroom, scaffolds can help a student to write an effective sentence, paragraph, or essay. For some students this may be the first time they experience this feeling of accomplishment. It is a teacher’s job to encourage students to grow and scaffolds can assist in this endeavour.

2) Lessens frustration

When students are given the necessary scaffolds that help them to learn, retain, and apply knowledge, they can express themselves better, lessening the ‘I can’t do it” and removing frustrations. 

Most students are very aware when they are having difficulties. Often these students will shut down and refuse to continue to work or begin negative behaviours as a way of distracting from their lack of understanding. 

My own son has dyslexia, and for years he has struggled with written assessments. Recently, he had to write a personal statement for UCAS. His first attempt lacked cohesion. However, when we spent time working on ways to improve his writing together it was using an outline scaffold that helped him to write coherently. 

Easing frustration for students does not have to be difficult and overly involved. Simple scaffolds can make a quick difference and allow them to move forward.

3) Encourage differentiation

As educators, we are told that differentiation is vital to a successful classroom, but not always how to differentiate effectively. Due to the diversity of students within today’s classrooms, teachers must provide various ways of teaching. Gone are the days of lectures and strictly independent writing. 

In a classroom of 25 students, the teacher may have 5 special education students, 6 EAL students, 3 students with attendance concerns, 4 gifted students, and one with a behaviour intervention plan. Or, the classroom can be any combination of these and more! Differentiation is necessary so that all students can achieve. 

Scaffolding writing assignments is an excellent way to provide differentiation and give students what they need without singling students out. A teachers must put in the effort to know their students to provide scaffolds that truly encourage growth for students.

4) Contribute to a positive classroom environment

Creating a positive classroom environment is not just about relationships. An environment where students are encouraged to learn and grow is also part of a positive learning environment. 

When students have what they need to be successful, they are more likely to participate actively in the learning process. Classrooms where students are actively engaged are places where less disruptive behaviours occur. Active engagement also increases the retention of learned materials.

Step-by-step guide to scaffolding writing in the classroom

Scaffolding writing in the classroom requires only a few steps. These steps do not always follow the same sequence but can be used where appropriate for the teacher and students.

1) Activate or build background knowledge

This can be done in a variety of ways such as a reading passage, a physical stimulus like a picture or object, a video, a classroom discussion, or turn and talks with partners. 

Many times, students may not have background knowledge of a subject. This is particularly true when students are asked to write about personal experiences. If students are expected to write about a celebration, they may not participate in it, or they celebrate it in a different way. This is why building background knowledge before writing is vital. 

Students can lack background knowledge in regard to academic subjects too. I found this to be especially true when reading texts from historical periods such as the Victorian era or the Industrial Revolution.  Students may not have learned about the subject before or they may have had a less than enthusiastic teacher. 

Activating prior knowledge also allows students to prepare for the task ahead. It increases vocabulary and gives students a chance to interact with a topic in a less demanding way before writing about it.

2) Provide clear instructions

It is vital that students know what is expected of them in the classroom. Scaffolds, like any instructional tool, are useless if students do not understand their purpose and how to apply them.

Clear instructions are also closely tied to the use of modelling a skill. Modelling is when the teacher demonstrates for students how to do a task. Modelling how to use a scaffold for students increases their understanding of how to use it. If a scaffold is just given to a student with no explanation, they may use it ineffectively, incorrectly, or not at all. 

Demonstrate for students the use of scaffolds when writing. If they are using a graphic organiser, the teacher should also use it during the instruction part of the lesson. If a writing scaffold is only used with a handful of students because they need it, those students should be shown how to use it in a small group setting.

3) Consistency

Writing is a process, and like any process, there are steps. Consistency helps students to internalise these steps. 

When using scaffolds for writing instruction, for example, consistency is key to implementation. Consistent use of a scaffold, until it is no longer needed, helps students to apply the skill to multiple tasks.

4) Include ongoing feedback

To improve writing skills, feedback is necessary. Even professional writers receive feedback and make changes! It is important to teach students that all writers need feedback to grow and improve. 

Effective feedback should be timely and specific. After feedback is given, students need time to process and apply that feedback to their writing. Feedback helps the teacher know when things like scaffolds need to be changed or are no longer needed. 

While teachers giving feedback is important, peer feedback is also a useful tool. Peer feedback can occur at any stage of the writing process and in any year group. Ways to make it more effective include using checklists and success criteria, modelling for students how to provide feedback, and sentence stems.

5) Remove scaffolds when appropriate

The point of scaffolds is to give students support in the moment. Like building scaffolds, educational scaffolds should be removed when the work is complete. Once a student has mastered a skill, a scaffold technique can be removed or modified. 

Removing scaffolds is not a punishment but a way for the student to begin to take ownership of their learning. The removal or lessening of scaffolds should only be done as the students develop the skills needed to write at whatever level is appropriate.

Effective writing scaffold examples for different year groups

The following writing scaffolds can be used for any year group. When necessary, I have given some helpful suggestions within each strategy for adjustments that can be made for specific ages.

1) Gradual release

Gradual release starts with the teacher modelling the skill for students. Then,  the students engage in guided practice. 

Another way is for students to work in small groups or partners to increase their skills. 

Finally, the students demonstrate their learning with independent practice. 

The benefit of gradual release is that it gives students time to master a concept. Students learn from the teacher, but they also learn from each other. Gradual release can be used with any year group and across multiple subjects.

2) Graphic organisers

A graphic organiser is a visual tool for organising information and many types of graphic organisers can be used in the writing classroom. 

• A t-chart or Venn diagram can be used to compare/contrast information. 
• A bubble map can be used when brainstorming a subject. 

Graphic organisers are great for scaffolding. Students that struggle to organise information or to express themselves can use a graphic organiser to put down their thoughts. 

When students have a limited vocabulary or are learning new academic vocabulary, a graphic organiser can also help them to apply that vocabulary to their writing. 

Graphic organisers are appropriate for any year group. They can become more or less involved depending on what a student needs. Graphic organisers can even be used with students that are at a pre-writing level. They can use pictures and single words instead of more involved writing.

3) Mentor texts

Writing and reading instruction goes hand-in-hand. Using mentor texts to teach writing helps students by giving them an example to work from. 

To use mentor texts, it is important to expose students to a variety of texts. When reading, point out the way that author’s use figurative language, construct sentences, and their writing style. 

Give students example sentences from text they are reading and have them model their writing after those examples. It can take a little work, but this type of scaffold can assist students in how to emulate good writing.

4) Checklists

Checklists are great for students that have a hard time focusing or remembering steps in a process. Checklists can be easily scaffolded for any year group. 

The skills to be included on a checklist depend on what you are teaching and what you expect students to demonstrate in a writing assignment. 

Possible items to include in a checklist: 

• Varied sentence types (simple, complex, and compound sentences),
• Correct spelling,
• Correct grammar,
• Correct punctuation (speech marks, commas, apostrophes, etc.),
• Introduction, 
• Conclusion, 
• Use of figurative language (e.g, alliteration, personification, metaphors and similes, etc.) 

Another way to apply the concept of checklists is by using success or marking criteria. This is an evaluation tool that includes what a student needs in their writing. 

I use success criteria in my classroom on a regular basis. Before assigning an essay to my secondary school English students, I give them a copy of the criteria that I will use to mark their writing. I have found that this significantly increases the quality and completeness of their writing, as my students have a clear list of guidelines and expectations for the assessment.

5) Incremental writing 

Sometimes, a longer writing assignment can feel overwhelming for students. This is especially true for students that are learning to write or those that struggle with writing. Requiring students to write longer tasks such as an entire essay can result in frustration for the students and the teacher. 

Incremental writing can alleviate this frustration. Breaking writing assignments into smaller pieces makes writing more manageable. 

• Focus on smaller parts, such as writing a complete sentence and then a complete paragraph. 
• When learning to construct sentences start with simple sentences, then compound, then complex. 

or

• Students writing an essay can focus on the thesis or controlling idea first. 
• Then, they can work on outlining the body paragraphs. 
• Finall,y they can move to the conclusion. 

Breaking these tasks into smaller parts can also help students to focus their writing.

6) Targeted feedback and practice

Targeted feedback helps students to focus on specific skills to improve their writing. Instead of covering all areas that need editing, focus on one aspect, such as word choice or correct comma usage. 

Targeted feedback can be given by the teacher or through peer review. Peer review is beneficial for both the student writer and the editor as students are able to focus on one skill and learn how other students write. 

For peer feedback to be effective, students must be trained. They need practice with giving constructive feedback and communication skills. It is also important for students to develop positive relationships. This is a perfect opportunity to use the gradual release model to teach students how to conduct peer reviews. 

Scaffolding is a great way to help students to develop their writing skills. It offers a way for teachers to differentiate and provide what each student needs. Scaffolds do not have to be difficult to implement and can improve students’ writing skills in an effective way.

References 

1. Brownfield, K. and Wilkinson, I. (2018). “Examining the impact of scaffolding on literacy learning: A critical examination of research and guidelines to advance inquiry.” International Journal of Educational Research, 90, pp. 177-190. doi: https://doi.org/10.1016/j.ijer.2018.01.004. (Accessed March 15, 2025). 
2. van Garderen, Delinda et al. (2021) “Instructional Scaffolding to Engage All Learners in Complex Science Text.” Science Scope, 44(3) 37-43. https://pmc.ncbi.nlm.nih.gov/articles/PMC8211112/ (Accessed March 14, 2025). 
3. van de Pol, J., Volman, M., Oort, F. et al. (2015) “The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support.” Instructional Science, 43, pp. 615–641 doi: https://doi.org/10.1007/s11251-015-9351-z (Accessed March 13, 2025).