Writing instruction, otherwise known as the teaching of writing, among learners of various age brackets is a phenomenon that has been in the spotlight considerably. Kelmon (2020), (2013) present the entire trend as a process.Bulut (2017) examined the attitude of students towards writing instruction. Thisdescriptive study conducted a survey of the operation and practices engaged in during writing instruction among young learners. The dependent variablesof the learners' disposition to writing instruction, the place of thereward system in writing instruction, the inclusion of models during writing instruction and the evaluation of the logical scheduling of the writing instruction were used. With a questionnaire (Young Learners' Writing Survey), the study elicited data from the focus groups of 60 First to Fifth(1st – 5th)Grade students and 12 selected English Language teachers of young learners of Gwinnett County Public Schools. Data obtained was analyzed using the simple percentage to determine the proportions of the available data.Both the qualitative and quantitative dimensions were utilized in this work. Findings indicated that the attitude observed among students of writing is class-dependent, the reward system is used but not duly recognized in line with the writing instruction, the use of models of instruction reflects more significance at the upper elementary leveland that there is evidence of logical rather than arbitrary schedules for the writing instruction in the schools. Recommendations were proffered as effective strategies in perspectives that will enhance the pedagogy of writing instruction and improve the writing skills of young learners.
