Writing is a fundamental communication skill that is important for everyday success. Children and adolescents use written language to communicate their thoughts, ideas, and knowledge to teachers in school; send messages to friends; write papers and reports; and engage in expository writing activities. Writing is an exceptionally complex task composed of multiple processes. Theories of writing development recognize three stages of writing, including planning or prewriting, drafting or composing, and revising or editing phases. This chapter focuses on writing instruction/intervention and student motivation. Effective writing instruction relies on evidence-based instructional approaches for developing and increasing writing skills related to planning, drafting, and revising tasks. In addition, it is important to consider student motivation as a primary reason for students not demonstrating success with written-language tasks. Self-monitoring has been shown to increase students’ academic engagement during writing as well as improve the writing performance of students with learning disabilities.