The purpose of this thesis is to examine and discuss the prevalent theories that have informed primary teachers and their chosen methods of writing instruction with particular reference to examples of related practice. In this examination of each competing model the major research and viewpoints of prominent authors are considered from the theoretical base through to the classroom implementation. The six models of writing instruction selected for consideration are termed as follows: the traditional model; the process model; the transactional model; the genre model; the social model; and the critical model. Each model is outlined through discussion of the basic theoretical background and the relative strengths and weaknesses. The models of literacy from which each model is drawn are examined, with particular reference to Street's theory of autonomous versus ideological models of literacy. The thesis allows a glimpse of what each model could look like in the primary classroom with examples of teaching practice discussed and related to the relevant theory. Recommendations for classroom teaching practice are discussed in the light of the given evidence.