Writing Instruction From a Sociocultural Perspective
- 1 March 1992
- journal article
- research article
- Published by SAGE Publications in Journal of Learning Disabilities
- Vol. 25 (3) , 153-172
- https://doi.org/10.1177/002221949202500303
Abstract
This article considers the sociocultural perspective as a framework for writing instruction. Four assumptions of the perspective are examined and illustrated: Writing is a holistic cognitive activity; cognitive processes are learned in dialogic interactions with others; cognitive development occurs in students' zones of proximal development; and knowledge construction is a social and cultural phenomenon.Keywords
This publication has 20 references indexed in Scilit:
- Shared UnderstandingsJournal of Learning Disabilities, 1991
- The social origins of self-regulationPublished by Cambridge University Press (CUP) ,1990
- Unraveling the Mysteries of Writing Through Strategy InstructionPublished by Springer Nature ,1990
- Writing as social actionTheory Into Practice, 1989
- Teacher‐student mediation of content area textsTheory Into Practice, 1989
- Reconstructing context: The conventionalization of classroom knowledgeDiscourse Processes, 1989
- Actual Minds, Possible WorldsPublished by Harvard University Press ,1986
- Social Construction, Language, and the Authority of Knowledge: A Bibliographical EssayCollege English, 1986
- Do 1 and 1 Make 2?Written Communication, 1986
- Talking physicsPhysics Education, 1982