Analysis of Teacher Strategies in Overcoming Student Difficulties in Learning to Write Expository Texts
Keywords:
Expository writing, Teacher strategies, Student difficulties, Scaffolding, Peer feedbackAbstract
Writing expository texts is a critical skill for students, yet many struggle with organizing ideas, maintaining coherence, and using appropriate grammar and vocabulary. Previous studies emphasize the importance of teacher strategies such as modeling, scaffolding, peer feedback, and process-based instruction to improve students’ writing skills. Building on this literature, the present study aims to analyze the strategies teachers use to overcome these difficulties in classroom settings. A qualitative descriptive approach was employed, involving classroom observations, semi-structured interviews with teachers, and analysis of student writing samples. The findings indicate that teachers implement multiple strategies, including explicit instruction, guided practice, scaffolding through outlines and sentence starters, peer collaboration, and individualized feedback. These strategies, when integrated and adapted to students’ needs, significantly enhance students’ ability to write coherent and well-structured expository texts, while also improving their confidence and engagement. The study highlights the practical importance of combining diverse instructional strategies and adapting them to classroom contexts, providing valuable insights for teachers and implications for curriculum development to support effective writing instruction.
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