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Alternatively, some researchers have cautioned that the educative effects of writing may be contingent on the contexts in which it occurs. The research on writing\u2019s effects on learning is ambiguous. This meta-analysis of 48 school-based writing-to-learn programs shows that writing can have a small, positive impact on conventional measures of academic achievement. Two factors predicted enhanced effects: the use of metacognitive prompts and increased treatment length. 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