This action research self study explored how dialogic instruction influenced 21 freshman composition students’ quality of discussion, writing practices, and ability to critical think and reflect on their learning. The study participants were enrolled in two blended composition courses. The researcher engaged in a series of structured interventions to ascertain how dialogic teaching methods influenced student in person and online learning. Findings reveal that structured discussion protocols work to invite shy or reluctant students to participate. The protocols increased the overall quality of small and whole group discussions. The efficacy of blog-based discussion was mixed. Many students who actively participate in class do not participate online. However, students who are introverted, shy, or experience discussion anxiety respond positively to discussions online. Small group analysis of model texts helped students understand how targeted writing strategies improve writing. Students were able to see connections between the targeted strategies and recognized how each would be useful in future writing. Students were then able to integrate the strategies into their own writing. The more students engage in discussion based writing strategies, such as peer review, the more students perceive them as useful. Participants perceive that oral and written language skills have a dialogic relationship. This metacognition helps students transfer oral learning to written forms. Discussion can help students (re)embody writing practices and become people who view writing as part of their literate identity. Teachers can instill these skills by purposefully teaching critical discussion skills in a way that resonates with academic writing.