Writing Apprenticeship: A Framework for Equitable, Disciplinary Writing Instruction

• In Event: Reimagining K–12 Disciplinary Literacy: Access, Engagement, and Innovation Across Subjects

Abstract

This presentation introduces Writing Apprenticeship, an instructional framework designed to transform disciplinary writing instruction by prioritizing discipline-specific writing opportunities for authentic audiences within a culturally affirming learning environment. Rooted in sociocultural theory and responsive to calls for culturally sustaining pedagogies, Writing Apprenticeship helps subject matter educators reimagine writing instruction as a space for student identity development, disciplinary expertise, and purposeful communication. This theoretical paper explores how the framework operationalizes core dimensions and their connections to student literacy outcomes.

Writing Apprenticeship builds on disciplinary literacy scholarship (Moje, 2008; Moje et al., 2004), sociocultural theories of learning (Vygotsky, 1978; Street, 2003; Gee, 2008), and culturally sustaining pedagogies (Paris & Alim, 2017). Rather than treating disciplinary communities as neutral, she argues that literacy instruction must attend to how students' everyday knowledge, language practices, and identities intersect with—and sometimes conflict with—school-based ways of knowing and doing. In alignment with her call to position students as knowledge producers, the framework situates writing as an opportunity to develop disciplinary identities and rhetorical awareness through authentic writing opportunities.

Drawing on metacognitive theory (Flavell, 1979) and apprenticeship models (Rogoff, 1990; Lave & Wenger, 1991), the framework views writing as a socially mediated, culturally embedded practice. Teachers model their own writing processes through Writing Think Alouds and engage students in Reading Like a Writer, a routine that involves analyzing mentor texts to uncover how writing works. These practices make thinking visible while supporting students in writing for their own purposes, helping them see writing as a tool for both disciplinary learning and personal expression.

This paper draws on a theoretical synthesis (Sandelowski & Barroso, 2003; Saldaña, 2021) that integrates perspectives and empirical work from writing studies, disciplinary literacy research, and culturally sustaining pedagogy. In addition, the paper draws on practice-based insights generated through multiple cycles of teacher learning and design-based implementation (Greenleaf, et al., 2023) and pilot data. These materials are used to illustrate how the framework supports writing as a social, metacognitive, and identity-shaping process.

Findings from pilot implementations suggest positive impacts. Analysis of matched pre-survey and post-survey responses using a Wilcoxon signed-rank test indicated that teachers showed statistically significant growth across all five dimensions of Writing Apprenticeship (Z = 3.03, p < 0.00). These five dimensions include: 1) Building on learner strengths, 2) Building a collaborative environment, 3) Building writing knowledge, 4) Building writing skills, and 5) Building metacognition. Further, sub-analyses indicated statistically significant growth in each construct the survey measured (pedagogical understanding, perceived value, and implementation confidence).

This paper contributes a theoretically grounded and practice-informed framework that addresses long-standing equity gaps in writing instruction. It aligns with AERA’s 2026 theme by offering a model for how disciplinary literacy can center identity, purpose, and access. Writing Apprenticeship supports teachers in disrupting narrow writing standards and preparing students to write with voice and authority in diverse academic and civic contexts. It is particularly relevant in an era of GenAI-enhanced learning, where writing for real audiences and authentic purposes becomes even more essential.

Authors

• Jenell Krishnan, WestEd

• Menya Cole, WestEd