This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

A Sociocultural Framework: Writing as Social Practice

A Sociocultural Framework: Writing as Social Practice

A sociocultural framework: Writing as social practice


This chapter, building upon the notion of writing as social practice, sets out to outline the basic premises of a new approach to school writing, referred to as Critical Analysis of Writing Practices. This draws upon and extends assumptions and terms from Critical Discourse Analysis (Blommaert, 2005; Chouliaraki and Fairclough, 1999; Fairclough, 2003, 2004, 2006; Rogers, 2003, 2004; Wodak and Ludwig, 1999), neo-Vygotskian research (Wertsch, 1985, 1991, 1998), activity theory (Bazerman, 1988; Berkenkotter and Huckin, 1995; Prior, 1998), and post-structuralist feminist research (Baxter, 2003). Integrated, these perspectives may help us account for a little-researched issue (Street, 2005b; Van Eng et al., 2005), namely for writing development and learning processes as coconstructed within ...

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