Identifies context variables in written composition from theoretical perspectives in cognitive psychology, sociology, and anthropology. Considers how multiple views of context from across the disciplines can build toward a broader definition of writing. (JD)

Draws a number of conclusions from observing children involved in early literacy tasks, including the following: (1) children and teachers live together in schools, but their perceptions of shared world differ; and (2) the teacher, frequently operating from hierarchy model of curriculum, plans activities promoting and assessing literacy skills,…