Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction

This qualitative two-case study draws from the intersection of three theoretical perspectives: sociocultural theory, transactional theory, and complex systems theory. Guided by two research questions, this qualitative study explored the conditions two seventh grade English language arts teachers set for teaching expository writing and their implications. Deductive coding based on seven a priori patterns of powerful writing instruction (empathy, inquiry, dialogue, authenticity, apprenticeship, re-visioning, and deep content learning) revealed six conditions for teaching expository writing. Inductive pattern analysis of these conditions revealed three emergent themes: reinforcing structures, mediating transactions, and balancing tensions. These findings suggest that teaching expository writing is a complex system filled with dialectical relationships. As interdependent pairs, these relationships encompass the entire system of expository writing instruction, including the structural and transactional aspects of teaching and learning to write. The overlapping conditions and themes demonstrate that expository writing appears ambiguous at times; however, routine, yet responsive instruction, framed by apprenticeship and a balance of reading and writing activities designed to inspire self-discovery are fundamental to the process of teaching expository writing. The final chapter includes instructional implications and a discussion about the significance of setting conditions for generative literacy learning. Recommendations for future research include writing research based on complexity theory, connections between expository writing and empathy, and critical thinking relative to critical action.