It is of enormous importance for citizens to acquire knowledge and skills for written communication, given the potential that writing has to promote learning, its nature as a tool for social action and means of constructing identity, and its application in various work and academic contexts in today’s knowledge society. In Chile, despite the aforementioned, there is limited evidence regarding the teaching of writing that takes place in our classrooms. In this context, the present research sought to contribute to the study and understanding of writing teaching practices, investigating what school-level teachers teach when they teach writing, how they do it, and why.
