title: Writing instruction from a sociocultural perspective: the holistic, dialogic, and social enterprise of writing.
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.
authors.affiliation: Department of Counseling, Educational Psychology and Special Education, Michigan State University, College of Education, East Lansing 48824-1034.
authors.forename: C S
authors.initials: CS
authors.lastname: Englert
mesh_terms: D002648:Child; D003210:Concept Formation; D003466:Cultural Characteristics; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000534:rehabilitation*; D011340:Problem Solving; D012919:Social Behavior; D014956:Writing