After an overview of several directions of research on cognitive and social processes in writing, this article presents a model of “co-regulation” of writing activities in the classroom. Co-regulation is defined in a situated perspective as the joint influence on student writing of sources of contextual regulation (structure of the teaching/learning situation, teacher interventions and interactions with students, peer interactions, tools and artifacts) and of processes of self-regulation. This conception is illustrated by the results of research on a writing activity in 5th and 6th grade classrooms. The research concerns two aspects of the co-regulation of students’ writing: (1) the role of whole-class discussions in the emergence of taken-as-shared meaning regarding the writing task and the influence of these discussions on the revisions subsequently carried out by students; (2) the articulations between self-regulation (reflected in revisions students carry out individually on their own drafts) and regulations resulting from peer interaction (reflected in revisions made during dyadic interaction). The conclusions drawn from this research are discussed with respect to their implications for writing instruction.

中文翻译：

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课堂写作活动的共同监管

在概述了关于写作的认知和社会过程的几个研究方向之后，本文提出了课堂写作活动的“共同调节”模型。共同监管是从情境角度定义的，它是情境监管源（教学/学习情况的结构，老师的干预和与学生的互动，同伴的互动，工具和人工制品）对学生写作的共同影响。规。通过对五年级和六年级课堂写作活动的研究结果，可以说明这一概念。该研究涉及学生写作的共同调节的两个方面：（1）全班讨论在写作任务的通俗含义的出现中的作用，以及这些讨论对学生随后进行的修改的影响；（2）自我调节（反映在学生对自己的草稿进行的修订中）与同伴互动产生的规则（反映在二元互动过程中的修订中）之间的清楚表达。讨论了从这项研究中得出的结论及其对编写教学的影响。