Modelling as an instructional component of writing pedagogy in the upper primary school: what does it look like and how important is it?

Abstract This New Zealand-based inquiry investigates modelling as an instructional component of writing pedagogy in upper primary schools. As part of a large mixed methods study of writing instruction by a group of exemplary teachers ( N = 9 ), we inquired into the occurrence, operationalisation and relative benefits of teachers using each of the recognised modes of modelling ( co-constructing texts with students and sharing and discussing text models with students ) within a classroom writing p