WAGOLL: Using Exemplars to Improve Student Writing

Students and teacher working on wagoll: using exemplars to improve student writing in a school setting

Updated on

June 2, 2026

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.

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Main, P (2022, February 13). WAGOLL: A teacher's guide. Retrieved from https://www.structural-learning.com/post/wagoll-a-teachers-guide

In this article

WAGOLL: Using Exemplars to Improve Learner Writing describes the use of model texts, or "What A Good One Looks Like", to show learners the standard, structure, language choices and purpose of a successful piece of work. Writing research on model analysis suggests exemplars help when learners actively identify the features that make a text work (Graham & Perin, 2007).

In a Year 5 newspaper report lesson, a teacher might show two short introductions. Learners could choose the stronger headline, opening fact and quoted speech. The class can then build success criteria before independent writing.

This matters because a WAGOLL is not a display item. It is a teaching tool for comparison, discussion, live modelling and gradual release.

WAGOLL Meaning and Purpose

WAGOLL stands for "What A Good One Looks Like". In UK classrooms, including resources from WAGOLL.com, Twinkl, PlanBee and Tes, it usually means a model piece of work that sets a visible standard for a genre, task or assessment objective. In writing, this might be a short report introduction that learners annotate for audience, structure, sentence choices and vocabulary before drafting their own version.

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Key Takeaways

WAGOLLs can reduce cognitive load for novice writers when the model is tightly matched to the task: A clear model can reduce unnecessary processing by showing the structure, genre features and language choices learners need to notice. For more advanced writers, use lighter, comparative or partially faded examples so the model does not replace independent decision-making.
Explicit modelling works best when learners compare, discuss and revise, not when they read one polished model passively: WAGOLLs make text features easier to see, but learners still need questions, annotated examples, WABOLLs and teacher think-alouds to connect the model to their own writing.
WAGOLLs help learners build evaluative judgement by making success criteria visible: Learners compare their own work against a high-quality benchmark, discuss what makes the writing effective and create an internal rubric for quality. This supports self-regulation when teachers ask learners to justify choices, not just tick off features.
The strategic use of WAGOLLs can scaffold complex writing tasks for learners with different starting points: A model can bridge the gap between the current draft and the expected standard. The support should reduce over time as learners internalise new writing strategies and genre conventions.

WAGOLLs help teachers show the expert choices writers make. Learners can spot the planning, phrasing and revision choices behind a text.

This helps them see quality as something specific, not as a vague judgement (Hayes & Flower, 1980; Kellogg, 1996; Bereiter & Scardamalia, 1987).

Used well, a WAGOLL sets the goal, supports text deconstruction and gives learners language for feedback. Used badly, it becomes a picture of perfection that learners copy without understanding. The teaching choice is whether learners actively judge quality, compare options and revise their own work.

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Using WAGOLL in Teaching

Use WAGOLL as part of a short teaching cycle: set the goal, deconstruct one or more texts, model the thinking aloud, agree success criteria, then remove support as learners draft. This keeps the exemplar active rather than leaving it as a wall display.

Success criteria: Use a WAGOLL to show what worked in a piece of writing, then convert those features into a short checklist. For example, after reading a persuasive paragraph, learners might name the claim, evidence, counterargument and final sentence before drafting their own.

Self-assessment: WAGOLL resources can support peer and self-assessment. Ask learners to compare two features of their draft with the model, mark one strength, and choose one revision target before using marking guidance.

Circular diagram showing 5-step WAGOLL teaching cycle with arrows indicating continuous process flow — Cycle diagram with directional arrows: The WAGOLL Teaching Cycle

Confidence: Teachers can use a WAGOLL to support motivation by showing that high-quality writing is built from teachable choices. A teacher might say, "Notice how this sentence names the evidence before explaining it", then ask learners to try the same move in their own paragraph.

Comparison: If learners are stuck, show a WAGOLL beside a WABOLL, or "What A Bad One Looks Like". Ask the class to identify which text controls the reader's attention better, then rewrite one weak sentence together before independent practice.

WAGOLL resources help teachers introduce new writing styles when the model is explained, questioned and revised. Live modelling is often stronger than a static exemplar because learners hear the teacher's decisions: "I am moving this evidence earlier because the reader needs proof now." This keeps scaffolding within reach while still asking learners to think (Vygotsky, 1978).

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Implications for Literacy Teaching

Aspiration boosts learners. Clear success criteria help them create better work. Model texts also assist, according to research. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

Some teachers worry that WAGOLL resources make writing too easy. The risk is real if learners copy surface features, but a good sequence asks them to explain why the model works, compare it with a weaker version, then apply one principle to a new topic. This protects thinking while reducing avoidable confusion.
Teachers should choose WAGOLL materials carefully. The model needs to match the genre, year group, lesson aim and assessment focus. A Year 8 science conclusion, for example, should show how evidence links to a claim, not just present neat paragraphs.
Learners sometimes produce work that shows the target standard more convincingly than a teacher-made model. Departments can build a moderated writing portfolio across year groups, with permission and anonymisation, so staff can compare standards during CPD and use consistent examples in lessons.
Do not expect a learner to get the writing right on the first attempt. Use explicit modelling, guided practice and planned fading through the curriculum. This reduces unnecessary cognitive load while keeping revision and feedback central.

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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, instead of only describing them. Teachers use exemplars to point out sentence structure and vocabulary. This modelling makes writing clearer and helps all learners.

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Research Evidence: Why WAGOLL Works

Research shows that WAGOLL improves learner writing. John Sweller's cognitive load theory helps explain why. Learners understand effective writing by studying examples. This reduces mental effort for struggling learners (Sweller, 1988).

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, 1987).

WAGOLL works best as part of explicit writing instruction. Success criteria become clearer when teachers model, discuss and support practice.

They can then move learners towards independent performance, which matches the staged logic of Self-Regulated Strategy Development (Graham et al., 2005). Modelling helps developing writers before they practise. It should lead to planning, drafting and revision, not passive reading.

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WAGOLL Examples Across the Curriculum

WAGOLL examples help learners in every subject. Graham and Perin say lab reports show clear science methods. Use it as a starting point for professional discussion: identify the learner's current need, record evidence from more than one lesson, and agree the next classroom adjustment with the SENCO or family.

History teachers can model essays that use strong evidence. Maths uses solved problems to show learner thinking. This modelling improves learner understanding (Graham & Perin, 2007).

WAGOLL requires genre and audience decisions. Geography teachers might compare two environmental reports, while RS teachers might model a balanced paragraph that weighs two beliefs. Examples can reduce cognitive load for novices, but the task still needs dialogue, questions and revision so learners do not treat the model as a script (Rosenshine, 2012).

For school leaders, the implementation gap is often departmental rather than individual. Subject teachers and literacy coordinators should agree the genres worth modelling, moderate examples together, and use the portfolio for staff CPD. A shared WAGOLL bank is most useful when it records why each text meets the standard, not just what the final text looks like.

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Overcoming Common WAGOLL Challenges

WAGOLL use has challenges. Learners may copy sentence patterns without understanding the underlying choices, especially when the model arrives before they have wrestled with the problem. Kapur's work on productive failure suggests that some initial struggle can prepare learners to understand later instruction more deeply (Kapur, 2008).

Good exemplars can be hard to locate, especially in foundation subjects and mixed-attainment classes. Teachers should keep more than one model at different standards, including a WABOLL, so learners can compare quality rather than assume there is one correct voice or structure (Sadler, 1989; Wiliam, 2011).

Teachers use clear examples to shape learning. They talk through the techniques and show work of different quality (Graham & Perin, 2007).

As support is reduced, learners build a clear sense of standards. Strategy teaching and practice are essential when using exemplars (Graham & Perin, 2007). This makes learning active, not passive.

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Written by the Structural Learning Research Team

Reviewed by Paul Main, Founder & Educational Consultant at Structural Learning

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Frequently Asked Questions

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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).

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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).

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What are the benefits of using WAGOLL for learner 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.

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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).

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What are common mistakes when using WAGOLL?

One common mistake is using a model that is too far beyond the learners' current ability, which can lead to frustration. Another issue is allowing learners 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.

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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).

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Creating and Selecting Effective WAGOLL Materials

Learners need WAGOLL materials with clear links to lesson objectives and writing needs. Teachers should choose exemplars that make one or two features visible, such as paragraph movement, evidence use or sentence variety. A model is easier to use when learners know exactly what to notice.

WAGOLL works best with multiple examples showing different qualities. Teachers should make authentic models, with strengths and weaknesses, for clear targets.

Adjust model complexity to fit lesson goals. Begin with a complete model for a new genre, then move to faded worked examples where headings, topic sentences or evidence choices are removed. In the AI era, teachers can generate contrasting cases quickly, but learners still need to judge which model is stronger and why (Bearman et al., 2024).

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Limitations and Critiques

WAGOLLs are strongest when learners are novices and the model is used for active comparison, not copying. Cognitive load theory does not mean that every learner benefits from more structure. Kalyuga (2007) describes the expertise reversal effect: guidance that helps beginners can become redundant or distracting for more advanced writers. In English, this matters because a highly polished essay may reduce thinking for one learner but restrict experimentation for another.

A second critique concerns domain transfer. The worked-example effect was first tested mainly in more structured domains, while writing is an ill-structured task with audience, purpose, voice and judgement all interacting. Renkl (2014) argues that examples work best when learners explain principles, not when they simply read a solved product. Teachers therefore need comparison, talk and revision alongside the model.

There are also cultural and methodological limits. A single WAGOLL can present one register, dialect or cultural pattern as the only route to quality, which may marginalise EAL learners and neurodivergent expression. Literacy researchers have long warned that writing standards are socially situated rather than neutral (Street, 1984; Paris, 2012). The evidence base is also uneven: some studies examine short-term genre knowledge or higher education assessment rather than sustained classroom writing in primary and secondary schools.

These critiques do not make WAGOLL weak. They show that exemplars have enduring value when teachers use several models, include WABOLLs, model live thinking and gradually remove support.

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References

Bandura, A. (1977). Social learning theory.

Sweller, J. (1988). Cognitive load during problem solving.

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