THE SOCIOCOGNITIVE CONSTRUCTION OF WRITTEN GENRES IN FIRST-GRADE

This paper examines the written genres of a group of six children in a first grade classroom. Using the dual lenses of sociocognitive constructivism and emergent literacy, it explores relationships among the children's genres and between these genres and the social context of the classroom in which the children's written discourse is situated. Analysis of naturalistic data (using an integrated functional-formal analysis which considered substance, intention, form and context as interrelated dimensions of genre) resulted in a classification scheme which encompassed all genres in the children's writing. Analyses of the classroom discourse revealed the children to be active participants in the social dialogue within their classroom. They constructed their written genres in response to the texts with which they engaged during collaborative reading and writing tasks and in response to the ways in which the teacher structured the writing tasks. They acted upon their world by writing about their personal experiences, creating imaginary worlds through drawing and writing and playing with words and ideas. The genres the children employed came from the morning news, from stories and poems, and from genres that were embedded in their literacy environment or constructed by them in collaboration with their teacher and each other Both construction and appropriation were seen as active processes on the part of the child rather than as passive imitation or copying from models.