Teachers need to make adaptations for writers who are struggling. In a study of interventions for written language, 20 percent of the teachers participating in the study reported that no adaptations were made for struggling writers (Graham, Harris, & Larsen, 2001). In a classroom without a research study being conducted, this number would likely be higher. This results in a large number of students not receiving the accommodations that may be necessary in order for the student to be successful. The strategies discussed in this article can be successfully implemented in inclusion settings to assist all students in improving their writing. These are not just strategies for students with disabilities. Teachers can make writing more meaningful by focusing on interests and topics that are relevant to middle school students. They do not want to write about their summer vacation one more time. If teachers teach students strategies that will improve writing, they will be teaching a lifelong skill. Using strategy instruction does not make them teach to the test. They are using good teaching strategies that will also benefit students when the testing time rolls around again.