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This study examined the effects of teacher implementation of (1) Self-Regulated Strategy Development (SRSD) instruction or (2) traditional writing instruction, combined with an Automated Writing Evaluation (AWE) system called NC Write, on students’ argumentative writing performance. The SRSD model was adapted to a lower-intensity format with the goal of supporting teacher implementation and reducing professional development. This study is the first to examine the effectiveness of an intervention that combined SRSD for writing with an AWE system. Middle school students (N = 829) participated in one of three conditions: NC Write + SRSD instruction, NC Write + traditional writing instruction, or a comparison condition. Results of multilevel models showed that students in the NC Write + traditional writing instruction condition produced higher-quality essays than comparison students at posttest. Students …