Since high school students are failing to master writing proficiency, developmental writing programs at the college level have become increasingly necessary. This article explains the lack of readiness with which students are entering college and the workplace, examines the reasons students are having trouble writing, and describes elements of effective writing instruction for developmental writing programs. By combining self-regulated strategy development (SRSD) with peer and teacher feedback, developmental writing students will receive a combination of cognitive and affective support. Students will be able to raise writing achievement, improve motivation and self-efficacy in writing, and develop more positive writing experiences.