This article reviews a specific body of writing intervention research, that of component analyses of cognitive strategy instruction. One rationale for examining the effects of individual components comes from meta-analyses, which indicate powerful intervention outcomes for complex strategies, though it is frequently unclear which component has the greatest impact on students' writing. Such information can be used to streamline interventions, and in turn perhaps persuade teachers who are hesitant to employ cognitive strategies to use them as part of their writing programs. Most of the extant literature on this topic has focused on self-regulation, motivation, and peer support, although other component analyses have focused on additional instructional features. Results indicate that these major components confer specific advantages for maintenance and generalization. (Contains 1 table.)