Background. Many youngsters find writing difficult. One possible reason for why the writing of youngsters in contemporary society is not what it needs to be is that writing instruction is not what it should be.Aims. This paper presents 13 evidence-based recommendations for teaching writing to youngsters in grades 412 (ages 1018 years).Arguments. The recommendations were formed by drawing on three sources: a meta-analysis of experimental and quasi-experimental writing intervention studies, a meta-analysis of single-subject design studies, and a meta-synthesis of reoccurring writing instructional practices from qualitative studies examining effective schools and teachers.Conclusions. Issues and caveats in implementing these recommendations are explored, as are recommendations for additional research.