Lucie, a Grade Two classroom teacher, and Kate, a university professor, engaged in an action research study that linked a trait-based writing instruction approach with a genre-focused instruction approach. To capture the experience, fieldnote observations, interviews and samples of students' work were collected. Lucie recognized the need to augment her initial trait-based lessons and connect the two instructional approaches. Kate affirmed these decisions and documented the efficacy of her hybrid approach. Lucie engaged in reflective practice that was nurtured through the process of action research. Both researchers continue to refine their hybrid model and record their ongoing experience. (Contains 2 figures.)