The aim of this study is to investigate, from a didactic perspective, how teachers pursue their writing instruction. A certain focus is directed towards discursive writing and the way the teachers support second language learners. The purpose is to compare the teachers’ writing instruction regarding the aspects above. The lack of research when it comes to the practice of discursive writing and writing instruction, in Swedish primary schools, in general form the basis of this study. The following questions provide the framework of this study:What are the teachers’ perspectives and reflections on discursive writing and writing instruction in general? In what ways is the teaching in writing designed and how does the teachers’ reflect on their teaching? Is there a difference between how the teachers conduct their writing instruction, with regard to a second language perspective, and how does the teachers reflect upon that?

The study is based on observations and interviews with two teachers regarding these matters. The theoretical approaches of this study are Ivanic’s (2004) discourses of Writing and Learning to write and the theoretical concept scaffolding (Wood, Bruner, Ross 1976, s. 89-90, 97-99). The results show, in conclusion, that the teachers’ writing instruction includes the majority part of Ivanic’s discourses but these are variously practiced. The major part of the teaching was, in both teachers’ classrooms, performed in accordance with the narrative genre but discursive writing was also practiced. The teachers showed an awareness of the importance of supporting second language students, but a difference in the way they conducted their writing lessons from this aspect was evident.