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Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools

Abstract:

This article explores the progress of previously reluctant pupil writers through mediated and collaborative activity and the role of the Vygotskian teacher in the teaching of writing. Classroom writing is viewed primarily as social and cultural practice whereby development through interaction and dialogue with others precedes individual development. By defining Vygotsky's theoretical concept of the Zone of Proximal Development (ZPD) as a shared zone of activity between teacher and pupils a fr...

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Publication status:
Published

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Institution:
University of Oxford
Department:
Oxford, SSD, Education
Journal:
ENGLISH IN EDUCATION
Volume:
46
Issue:
1
Pages:
85-100
Publication date:
2012
DOI:
EISSN:
1754-8845
ISSN:
0425-0494
URN:
uuid:d81f3cfb-c87f-4ad5-9253-ebd5edb828f5
Source identifiers:
490856
Local pid:
pubs:490856

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