Writing is a vital part of literacy development. It affords the opportunity for the expression and analysis of comprehensive thought, while simultaneously being a modality for unique and creative communication. In order for productive dialogue about the study of writing to be engaged, the contemplation of its many dynamic parts occurring across a diversity of contexts must be considered in such a way that one writing strategy, process, product or environment is not privileged above another. Each constituent part of writing construction contributes meaningfully to the existing body of research for this field, and when carefully disaggregated can offer specific insights. This holistic embedded case study purposefully sought to facilitate dialogue about writing through the encapsulation of three adolescents in an after-school writing club situated in a Southeastern Louisiana boarding school (Yin, 2017). In this non-traditional, after-school setting--without the constraints imposed by deadlines, rubrics, grading, teacher led feedback, or test-centered, argumentative compositions--writing naturally occurred. Moreover, without the mediums of social media, texting, or digital word processing, the participants chose to be a part of 11 writing club sessions engaging in the co-construction of meaningful dialogue, the writing of original manuscripts, and the development of a supportive social community. Drawing upon the self-determination, self-efficacy, and sociocultural theories, narratives were crafted for each participant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]