This article argues for a conceptualization of school writing that emphasizes how cognitive and sociocultural factors interact. In academic, professional, and affinity-based communities, an emphasis on standards of quality drives the adoption of such practices as revision and peer and expert review. In school, everyday writing practices center around demonstrations of knowledge (taking notes, writing summaries, providing personal responses to readings, completing worksheets, etc.) where the teacher is often the sole or primary audience. This context tends to privilege knowledge-telling strategies and prioritize fluency and efficiency of expression. When these sociocultural factors interact with cognition, group differences tend to emerge, as knowledge telling provides few opportunities for disadvantaged groups to overcome barriers linked to differences in prior knowledge, fluency, attention management, or motivation. It also affects the efficacy of instructional practices, because cognitive ability and social identity affect how students internalize the metacognitive concepts and strategies characteristic of expert writers.

中文翻译：

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学校写作的挑战：在社会认知框架内概念化写作发展

本文主张对学校写作进行概念化，以强调认知和社会文化因素如何相互作用。在学术，专业和基于亲和力的社区中，对质量标准的强调促使采用诸如修订，同行和专家评审之类的做法。在学校中，日常写作练习主要围绕知识的展示（做笔记，撰写摘要，对阅读提供个人反馈，完成工作表等），而教师通常是唯一或主要的听众。在这种情况下，倾向于倾向于讲知识的策略，并优先考虑流利性和表达效率。当这些社会文化因素与认知相互作用时，群体差异往往会出现，因为知识讲述为弱势群体提供了克服与先验知识，流利程度，注意力管理或动机差异有关的障碍的机会。它还会影响教学实践的效果，因为认知能力和社会身份会影响学生如何内化专家作家特有的元认知概念和策略。