A systematic review was undertaken in 2006 to answer the question "What is the evidence for successful practice in teaching and learning with regard to non-fiction writing (specifically argumentational writing) for 7- to 14-year-olds?", using EPPI-Centre methodology. Results showed that certain conditions have to be in place. These include: a writing process model in which students are encouraged to plan, draft, edit and revise their writing; some degree of cognitive reasoning training in addition to natural cognitive development; peer collaboration, thus modelling a dialogue that will become internal and constitute "thought"; and explicit explanations of the learning processes. Specific strategies include: "heuristics"; planning; oral argument, counterargument and rebuttal to inform written argument; explicit goals (including audiences) for writing; teacher modelling of argumentational writing; and "procedural facilitation". This article confirms the results of the 2006 study in the light of recent research. Implications for policy, practice and further research are considered. (Contains 1 table.)