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

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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 ... continued below

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Slay, Laura Elizabeth August 2018.

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This dissertation is part of the collection entitled: UNT Theses and Dissertations and was provided by UNT Libraries to Digital Library, a digital repository hosted by the UNT Libraries. It has been viewed 46 times , with 15 in the last month . More information about this dissertation can be viewed below.

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  • Slay, Laura Elizabeth

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Description

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.

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  • August 2018

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  • Sept. 26, 2018, 6:16 p.m.

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Slay, Laura Elizabeth. Conditions for Teaching Writing: Exploring Two Cases of Seventh Grade Expository Writing Instruction, dissertation, August 2018; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc1248420/: accessed January 19, 2019), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .