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The purpose of this study was to determine if and how expository writing was being taught in the second, third, fourth, and fifth grades at a small, northern California private school. To report on the findings, a case study analysis was done with the five teachers at this school to probe their teaching practices concerning writing instruction. Information came from the answers to the following questions about best practices in writing instruction:
1. Are teachers confident in their ability to teach writing and expect their students to succeed?
2. Do teachers create a positive atmosphere for writing where students are able to work together and provide feedback to each other?
3. Do students write for authentic audiences rather than always for the teacher?
4. Are teachers explicitly teaching writing strategies to their students?
5. Do teachers model writing?
6. Are teachers taking a multi-genre approach with their writing instruction?
7. Are students given time to write regularly, throughout the day, and across the curriculum?
Sources of Data
Information was obtained through research of the related literature including, educational journals and publications, websites, and the state of California standards for language arts. Case study information was gathered using three primary sources of data: teacher surveys, teacher interviews, and teacher observations.
Conclusions Reached
Results of the study indicated a need for professional development in the area of expository writing for teachers at this school site. The following five dominant themes that arose from the data are the focus of an educational plan for future professional development at this school:
• Teachers are unsure of what they are teaching in the area of expository writing.
• Teachers are unsure if students are capable of writing expository text.
• There is a lack of explicit writing instruction across genres.
• Teachers must model good writing for their students as a means to foster the reciprocal relationship between reading and writing.
• Increase student motivation to write expository text. |
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