Abstract
Since 2010, efforts have been made in Chile to support students' writing skills development, in order to better prepare them for participation in modern society. However, more knowledge about current practices of writing instruction in Grades 7-12 is needed to guide future improvements in these educational levels. We aimed to provide a context-based picture of paradigms of writing instruction which are currently being implemented in Grades 7-12 of Chilean public schools. With this goal, we surveyed teachers of Spanish (n= 182) from all Chilean regions.