WRITING REVOLUTION INC
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Mission Statement
The Writing Revolution (TWR) aims to enable all students, and especially those from historically marginalized communities, to become proficient writers, readers, and critical thinkers. In addition to being a vital skill, writing—when taught effectively—can compensate for gaps in students’ background knowledge, enable them to access and retain grade-level content, boost their reading comprehension and the sophistication of their oral language, and foster their analytical abilities. Through its unique instructional method, TWR empowers educators with tools to help students write their own futures.
About This Cause
Based in New York City and founded by Dr. Judith C. Hochman in 2014, TWR trains and supports educators and school leaders in implementing the Hochman Method, a set of evidence-based and proven strategies for teaching expository writing. The methodology rests on explicit, carefully sequenced instruction, building from sentences to compositions. It is not a separate writing curriculum but rather an approach designed to be adapted to and embedded in the content being taught in any subject area and at any grade level. TWR’s robust suite of professional learning and teaching tools, aligned with the Science of Reading, improves teachers’ literacy and content instruction. Educators learn TWR’s method through courses and workshops, and receive support materials through the Resource Library. Multi-year partnerships with schools in historically-marginalized communities deepen TWR's impact. According to the most recent tests in writing, administered as part of the National Assessment of Educational Progress, only 27% of 8th and 12th graders in the United States perform at the proficient level or above. For some student subgroups, the figures are far worse. Among 8th graders from low-income families, for example, only 12% score proficient or above, and 32% score below basic. Among 12th-graders whose parents did not finish high school, only 8% reach the proficient bar, with a full 40% failing to meet the basic level. Among Black students, only about 10% at each of those grade levels score proficient, with 35% or more scoring below basic. As a result of remote schooling during the pandemic, which had its greatest negative impact on students who were already the most vulnerable, the situation is now undoubtedly graver than ever. The problem is not that students can’t learn to write. It’s that teachers have not been equipped with instructional methods that can unlock students’ potential as writers—and learners. Writing is the most difficult thing we ask students to do, and yet teacher-training programs spend little time guiding prospective educators in how to teach it. To the extent that writing has been taught at all, it’s clear that many students do need explicit instruction in the conventions of written language—in the context of their own writing. Our work is especially focused in low-income school districts, from kindergarten to 12th grade. In 2023, we expanded our reach to an additional 9,000 educators across the country and internationally.