A recent study by the National Assessment of Educational Progress (NAEP) directly links writing effectiveness to development of skills in critical thinking. This ERIC Digest discusses: (1) recent research on the linkage between writing and learning; (2) successful approaches to teaching writing; and (3) suggestions for including an effective writing component in the social studies curriculum. Research indicates that writing enhances learning in several ways: (1) writing requires knowledge and focuses thought; (2) writing enhances critical thinking; and (3) writing shifts responsibility for learning to the student. Of the two most frequently used approaches to teaching writing, one emphasizing the product and the other emphasizing the process, the product approach is the most accepted but the process approach is rapidly gaining adherents. The process approach indicates an awareness of the linkage between writing, thinking, and learning. The NAEP study found that students who used elements of process writing (planning, revising, and editing) are more likely to be better writers. For social studies teachers, the best approach appears to be a blend of the process and product approach. The most effective method of using writing to enhance learning and encourage creative and critical thinking appears to be the development and use of writing assignments that stimulate and challenge students. The NAEP study also found that students who write more, write better. This finding coupled with evidence that critical thinking and higher order intellectual skills are nurtured by appropriate writing assignments makes a powerful case for increasing the amount of student writing in social studies. A list of resources for teaching writing in social studies is included. (SM)