Yearlong Genre-Based Writing Instruction in the Middle Grades: An Investigation of Writing and Self-Efficacy

This study investigated associations between a yearlong genre-based writing curriculum and students’ writing and self-efficacy outcomes. The curriculum had two stages: first, teaching genre elements without requiring use of sources and citations, and then integrating information from readings. Participants included 340 students and 3 teachers across 6th to 8th grades in a rural Title I middle school. Using a quasi-experimental, one-group pretest–posttest design with repeated measures, analysis showed significant improvements in writing quality across argumentative, compare-and-contrast, and narrative genres for all grades. Improvement patterns varied by grade and genre; self-efficacy and affect results were mixed—gains appeared in specific areas, but overall, self-efficacy decreased when reading was incorporated. Findings suggest the yearlong approach enhances writing quality but may require additional strategies to maintain student motivation.