Students' academic achievement across content areas is often dependent on their ability to express knowledge through written expression. Many adolescent students lack the skills to write efficiently and effectively. These low-achieving writers can benefit from instruction in self-regulating the writing process. One approach, Self-Regulated Strategy Development (SRSD) instruction, has proven effective in improving the writing performance of struggling adolescent learners. In this article, SRSD instruction for teaching adolescents to respond to a quick write prompt will be described. (Contains 4 figures.)