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Being able to express oneself clearly, appropriately and correctly in different types of text is the central concern of writing support in secondary education. As simple as the desired writing competence may be outlined, promoting it is a complex task. This book describes the current state of writing support in Zurich secondary schools using examples. It addresses the expectations of teachers and learners with regard to core writing skills and seeks answers to the question of how research findings and analysis results on writing promotion are incorporated into teaching practice. In order to clarify why writing plays a key role in achieving the desired university entrance qualification, the state of research is first explained, with explicit reference to studies conducted in Zurich. The research findings are then related to expert interviews with secondary school teachers and school leavers. Although the research findings in many cases coincide with the expectations of teachers and learners, their implementation requires considerable effort.