Abstract
Beyond investigating into the past and interrogating sources, the practice of History involves a significant communicative aspect – learners are also expected to read and write History. However, historical writing in Singapore schools is often subordinated to expedient writing frames, which often prioritise writing outcomes over the growth of student thinking processes. Through a survey of the literature in historical writing (and reading), this paper makes the case for focusing on historical writing in instructional design and discusses some of the instructional strategies that can help to bring that vision into the Singapore classroom.