A Sociocultural Theory of Writing.

By Paul Prior. 2005

389 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/55bba3fd9aeaf10f7fa02b744079c4ee51ea89d5

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Citations in the corpus

A meta-analysis of writing instruction for adolescent students. (2007, background): “Hayes, 2000), social/ contextual (Prior, 2006), or both views of writing.”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, background): “Sociocultural approaches to writing (for an extensive review, see Prior, 2006) emphasize that writing is (a) situated in actual contexts of use; (b) improvised, not 13 produced strictly in accord with abstract templates; (c) mediated by social conventions and practices; and (d) acquired as part of…”
The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, methodology): “Sociocultural theory (Prior, 2006) was used to inform the development of a strand related to instructional and task context (3).”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Contemporary models of writing recognize it as a cognitive, linguistic, affective, behavioral, and physical process set within a larger socio-cultural context (e.g., Harris & Graham, in press; McCutcheon, 2006; Prior, 2006).”
The Nature of Feedback: How Peer Feedback Features Affect Students' Implementation Rate and Quality of Revisions. (2016, background): “…Writing in the Discipline environments, where different kinds of knowledge, such as disciplinary knowledge (i.e., subject matter knowledge and genre knowledge), rhetorical knowledge , and writing process knowledge, are essential to effective writing (Bazerman, 2008; Beaufort, 2004; Prior, 2006).”
Trends in Research on Writing as a Learning Activity (2016, unknown): “In discussing the rise of social theories of writing, several authors (Nystrand, 2006; Prior, 2006; Starke-Meyering & Paré, 2011) have acknowledged the contributions of cognitive theories, but claimed or implied that these were inadequate because they did not address social, historical or political ”