Defining Classroom Writing Competence: A Paradigmatic Perspective

As various competing definitions of classroom writing competence emerge, researchers must essentially confront the question, “On what basis does one select one definition over another?” To answer this question, this paper argues the need to consider the sociopolitical dimension of this construct, in addition to the conceptual and design criteria dimensions. The paper begins by noting that all definitions of classroom writing competence represent partially specified, or simplified, definitions. To illustrate the principles of partial specification in writing research, six emerging paradigms of writing research are considered. It is shown that each of these paradigms makes contradictory claims as to what constitutes the principal causative context of classroom writing competence. The sociopolitical implications for each of these paradigm’s partial specifications are discussed in terms of five purposes of education. The paper concludes by reiterating the need to select definitions of classroom writing competence in terms of sociopolitical criteria.