A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently

Abstract

Teachers navigate ongoing accountability pressures that target writing in each content area, yet little is understood about their experiences with or their rationales for integrating writing into content area lessons. While previous research describes writing in U.S. secondary classrooms and explains barriers to writing integration, this study investigates teacher decision making to determine why teachers in various content areas are integrating writing. Using a multicase study design, we explored teacher reflections to discern the reasons why teachers chose to integrate writing frequently. Four teachers, one from each primary content area (mathematics, English language arts, science, social studies), reflected on their writing integration over one quarter. Findings revealed that teachers who integrate writing frequently value the substantial benefits of regular writing for their students. Teachers saw that frequent writing led to students both producing written products more independently and deepening their disciplinary understandings. Teachers also saw benefits to their own pedagogy; specifically, they better understood students' learning processes and planned more attentively. This research suggests that committing to frequent writing integration can (1) enhance students' writing and disciplinary knowledge, and (2) enrich teacher knowledge related to supporting students' writing practices and using writing as a tool for learning in the content areas. Our findings also highlight the complex relationship between teacher beliefs and teacher practice. By looking at the instructional decision making of teachers who integrate writing frequently, we offer guidance on how pre-and in-service teachers might use reflection in and on action to develop a commitment to writing instruction.

Building a strong foundation: collaborating to find effective strategies to teach writing in English and social studies

“…Teachers must ask the question "how will I fit writing into the lesson" rather than "will I?". Creating such an atmosphere will make writing less stressful and more inviting for students (Carter & Townsend, 2022). In addition, teachers must feel comfortable sacrificing time spent on content coverage for time spent in increased writing activities (Smith, 2017).…”

“…An integral first step in improving student writing is to increase time spent in this process. One of the prevailing obstacles to effective writing instruction is the lack of time committed to the activity (Alston et al, 2015;Applebee & Langer 2006;Applebee & Langer, 2011;Carter & Townsend, 2022). Studies have shown a lack of writing instruction in classrooms across the world with instances of instruction ranging from as little as once a week to two to three times a month (Hsiang et al, 2018;Hsiang & Graham, 2016;Kiuhara et al, 2009;Rietdijk et al, 2018).…”

“…As a result, students will feel more at ease with writing, and it will be a more inviting process. In effect, teachers must answer the question posed by Carter & Townsend (2022), "how will I fit writing in my lessons rather than, will I?" Without adequate planning from the start of the year and at different points during the school year, it will be very difficult for teachers to find the time to commit to instruction and providing feedback to students.…”

“…Research shows that the two most prevalent hindrances to effective writing instruction for teachers are the lack of time for writing instruction in the classroom (Carter et al, 2022;Alston et al, 2015;Applebee & Langer, 2011;Applebee & Langer, 2006) and the lack of formal and consistent teacher preparation in writing instruction (Sanders et al, 2020;Graham, 2019;Myers et al, 2016). Although there are skills sets that teachers keep in common and agreed-upon, teachers' methods can be autonomous and unique, which could be related to the lack of preparation for preservice teachers.…”

“…There is also a correlation drawn between the lack of time spent on writing and the decline of writing skills (Graham & Perin, 2007, Applebee & Langer, 2011. The lack of time creates a restrictive and prescriptive writing process (Sanders et al, 2020, Carter & Townsend, 2022, which creates inconsistency in pedagogy less effective. In addition, teachers struggle to provide adequate amount of time for frequent feedback, the need to attend to literature, and meet one on one with students to discuss their writing (NCER, 2017;Williams, 2019).…”