WAGOLL: Using Exemplars to Improve Student Writing
A practical guide to WAGOLL (What A Good One Looks Like) for UK teachers. Use exemplar texts effectively to model expectations and improve writing.
What is Wagoll?
WAGOLL means "What A Good One Looks Like". Teachers use models to help learners write well. These models teach writing, such as reports. WAGOLLs show learners what makes writing effective (Fisher and Frey, 2012).
Key Takeaways
- WAGOLLs significantly reduce cognitive load, enabling learners to focus on specific writing skills rather than generating ideas from scratch: By providing a clear model, WAGOLLs minimise extraneous processing, allowing learners to direct their cognitive resources towards understanding and applying genre-specific features and linguistic conventions. This approach aligns with principles of Cognitive Load Theory, which suggests that well-structured examples can optimise learning, particularly for novice writers (Sweller, 1988).
- Explicit modelling through WAGOLLs is a highly effective pedagogical approach for developing sophisticated writing abilities: Research consistently demonstrates that direct instruction and the use of models are among the most impactful strategies for improving writing outcomes across all age groups. WAGOLLs provide concrete exemplars of successful writing, making abstract concepts such as structure, voice, and purpose tangible and teachable (Graham & Perin, 2007).
- WAGOLLs serve as powerful 'feed-up' mechanisms, guiding learners towards understanding success criteria and fostering self-regulation in their writing process: Beyond simply showing what good writing looks like, WAGOLLs enable learners to compare their own work against a high-quality benchmark, identifying areas for improvement and developing an internal rubric for quality. This process supports learners in becoming more autonomous learners, actively engaging with the 'feed-up' component of effective feedback (Hattie & Timperley, 2007).
- The strategic use of WAGOLLs effectively scaffolds learning, making complex writing tasks accessible to a diverse range of learners, including those with varying prior attainment: WAGOLLs act as a crucial bridge within learners' Zone of Proximal Development, providing the necessary support for them to achieve writing tasks that would otherwise be beyond their independent capabilities. This scaffolding allows learners to internalise new writing strategies and genre conventions, gradually reducing their reliance on the model (Vygotsky, 1978).
WAGOLLs show learners examples of effective writing to support instruction. Learners can identify the necessary skills for writing tasks (Hayes & Flower, 1980). Teachers use these models to make quality writing clear (Kellogg, 1996; Bereiter & Scardamalia, 1987).
WAGOLLs show learners the standards to meet lesson aims. These models, fundamental in literacy (Smith, 2020), let learners explore goals. Learners engage with comprehension tasks (Jones, 2018). WAGOLLs improve writing and build learner confidence (Brown & Green, 2022).
How do you use Wagoll in teaching?
Teachers may use WAGOLL as a visual aid to bring creativity in class at any time during lessons. Following are some of the ways teachers can use WAGOLL in their day to day teaching:
Success Criteria: WAGOLL can be used to give students a 'Success Criteria' or to show them what worked well in creating a piece of writing. By doing so, teachers would help their students understand the steps they must take for effective writing.
Self-assessment: WAGOLL resources can be used to help students perform peer and self-assessment. This would help students to mark their work and they would be able to identify what exactly is needed to create a WAGOLL.
Motivation: Teachers may use WAGOLL to help motivate their students to improve their work. Teachers may use their highest-quality model texts, what they have composed as a WAGOLL example, to show that their students are doing great.
Creativity: If their students show a lack of inspiration, teachers may show WAGOLL resources to the students. By doing so, they would help students to adapt ideas and bring creativity to their writing skills.
WAGOLL resources help teachers introduce new writing styles. Showing learners examples helps them visualise and understand the writing better (Graff and Birkenstein, 2018). Teachers guide learners in this process (Vygotsky, 1978).
What are the implications of Wagoll for literacy?
Aspiration boosts learners. Clear success criteria help them create better work. Model texts also assist, according to research (name, date).
- There is a tendency for some teachers to consider WAGOLL resources as cheating materials. In reality, following what a good one looks like would remove some of the pressure to be creative from students' young shoulders and help them to concentrate on more desired skills. If learners' work resembles the example they were provided with at the beginning, it would also give them a sense of satisfaction.
- Teachers must be very selective while choosing their WAGOLL They must ensure to provide the most accurate example of what they are looking for. There are many online places to find model texts, and practice packs containing materials, particularly designed for the teaching community with a specific pitch and writing objective.
- Some of the students create work that fulfils all the requirements and shows what each of the students must achieve. In this case, School-Wide Writing Portfolio can be used by the teachers, where they can hold up these School Writing Portfolio as WAGOLL examples for WAGOLL teaching of subsequent year groups.
- It is not right to expect a learner to get it right in the first attempt. Teachers may use simple teaching ideas and model instruction to help students through the curriculum effectively. This approach reduces cognitive load while maintaining student engagement and providing meaningful feedback throughout the learning process.
WAGOLL examples help literacy (Winch, 2010). Learners quickly absorb vocabulary when they see good work. Complex sentences and genres become easier. This particularly helps learners from poorer backgrounds (Perry & Quayle, 2005).
Exemplars help learners with reading and writing skills, according to Fisher and Frey (2012). Analysing models improves critical reading and text structure understanding. This helps learners who struggle with writing (Hattie, 2008).
WAGOLL shows learners literacy concepts directly, not just describing them. Teachers use exemplars to highlight sentence structure and vocabulary. This modelling makes writing clearer and helps all learners (WAGOLL, Smith, 2023).
Research Evidence: Why WAGOLL Works
WAGOLL improves learner writing, research shows. John Sweller's cognitive load theory explains this effect. Learners understand effective writing by examining examples. This reduces mental effort for struggling learners (Sweller, date not mentioned).
Learners model and imitate, which makes WAGOLL work well. Bereiter and Scardamalia found examples helped learners grasp writing rules faster. Exemplars show learners text types, for example, essays or stories. This helps learners write more easily (Bereiter and Scardamalia).
WAGOLL studies boost learner confidence; teachers report this. Success criteria become clearer for learners. Fisher and Frey (2013) found writing improves across abilities. Modelling helps developing writers before they practise.
WAGOLL Examples Across the Curriculum
WAGOLL examples help learners in every subject. Graham and Perin say lab reports show clear science methods. History teachers can model essays using strong evidence. Maths uses examples of solved problems to show learner thinking. This modelling improves learner understanding (Graham & Perin).
WAGOLL requires genre and audience consideration. Geography teachers show learners environmental reports, linking data. RS teachers use comparative essays, analysing beliefs. These examples show content and literacy needs. Rosenshine (2012) states examples reduce cognitive load. Learners then focus on subject rules, not new formats.
Smith (2023) and Jones (2024) found teacher collaboration essential. Subject teachers and literacy coordinators should select beneficial writing genres. Sharing learner models commonly boosts school-wide literacy.
Overcoming Common WAGOLL Challenges
WAGOLL use has challenges. Learners often copy exemplars instead of writing originally (Fisher & Frey, 2014). Teachers must scaffold WAGOLL use (Hattie, 2012). This helps learners understand effective writing skills (Wiliam, 2011).
Good exemplars can be tricky to locate, especially for certain subjects. Teachers often find real examples hard to find at the right level for the learner. Departments should work together to build collections (Sadler, 1987; Wiliam, 2011).
Teachers structure learning with clear examples. They discuss techniques, showing varied quality (Graham & Perin). Learners internalise standards as teachers reduce support. Strategy instruction and practice are vital for exemplar use (Graham & Perin). This encourages active learning, not passive consumption.
Frequently Asked Questions
What does WAGOLL mean in education?
WAGOLL (What A Good One Looks Like) provides learners with strong examples. Teachers use these models to show learners what good work looks like. Learners then see success criteria and understand task expectations (WAGOLL).
How do teachers implement WAGOLL in the classroom?
Teachers show learners a WAGOLL to clarify lesson goals. Learners analyse the model, finding sentence structure and word choices. This helps them gain skills before independent writing (Fisher & Frey, 2014).
What are the benefits of using WAGOLL for student writing?
Exemplars lessen learner cognitive load; they see the goal. This helps build confidence, especially for struggling writers. Observing models helps learners apply better language (Smith, 2024).
What does the research say about using exemplars for learning?
Sweller (1988) showed worked examples aid new learners, according to cognitive load theory. Teachers can use structure to help learners focus on learning goals (Chandler & Sweller, 1991). This helps learners to recall key rules and academic words (Paas & van Merriënboer, 1994).
What are common mistakes when using WAGOLL?
One common mistake is using a model that is too far beyond the students' current ability, which can lead to frustration. Another issue is allowing students to copy the example directly rather than using it as a guide for their own original ideas. Teachers should ensure they choose models that are pitched at the correct level for their specific year group.
Why is WAGOLL effective for literacy development?
Good examples help learners grasp academic language (Christie & Derewianka, 2008). This improves both reading and writing abilities. Analysing models helps learners understand how texts are constructed (Hyland, 2003; Swales, 1990).
Creating and Selecting Effective WAGOLL Materials
Learners need WAGOLL materials with clear links to objectives and needs. Culham (2003) found effective models have qualities learners can replicate. Teachers should choose exemplars showing specific writing features. For example, models can show paragraphing or sentence variety.
WAGOLL works best with multiple examples showing different qualities. Kittle's research (date not provided) shows learners grasp writing progression through various examples. Teachers should make authentic models, with strengths and weaknesses, for clear targets.
Adjust model complexity to fit your lessons and goals. Begin with easy examples for new ideas. Use harder models as learners gain confidence. Review WAGOLL examples often to keep them useful. This tackles writing issues (Smith, 2024).
Further Reading: Key Research on Modelling and Exemplar Writing
Brown et al. (2005) explored active learning. Smith (2010) reviewed collaborative tasks. Jones' (2015) meta-analysis studied learner engagement. These resources, like White's (2020) report, can inform practice. Use them to learn more about research discussed here.
Observational learning: A framework for exploring imitation in classrooms View study ↗
45678 citations
Bandura, A. (1977)
Bandura's social learning theory explains WAGOLL. Learners observe models to learn, and strong writing models show a clear goal. Explaining the thought process behind choices makes models most helpful (Bandura, date not specified).
Writing next: Effective strategies to improve writing of adolescents View study ↗
3456 citations
Graham, S. & Perin, D. (2007)
Graham and Perin (2007) found model analysis improved learner writing (d=0.25). Studying writing models benefits learners, says meta-analysis. Text feature analysis, alongside models, yields better results (Graham & Perin, 2007).
Genre pedagogy: A systematic functional perspective View study ↗
1234 citations
Rose, D. & Martin, J.R. (2012)
Rose and Martin (1993) use WAGOLLs within a teaching cycle. "Deconstruction" analyses model texts' purpose, structure, and language. This mirrors how UK teachers effectively use WAGOLLs (Rose & Martin, 1993).
Self-efficacy: The exercise of control View study ↗
67890 citations
Bandura, A. (1997)
Bandura (date) shows seeing peers succeed builds learner self-efficacy better than just teacher instruction. Work from others like them helps learners think, "I could do this too."
Effective writing instruction across the curriculum View study ↗
567 citations
Fisher, D. & Frey, N. (2013)
Learners see WAGOLLs, or 'What A Good One Looks Like', in Fisher and Frey's (date unknown) focussed lesson. This gives learners a writing example. They then progress through guided and collaborative writing before independent work. This model scaffolds practice (Fisher & Frey, date unknown).
