Masters Theses

Date of Award

12-1988

Degree Type

Thesis

Degree Name

Master of Arts

Major

English

Major Professor

Linda Bensel-Meyers

Committee Members

Michael Keene, Allen Dunn

Abstract

Lev Vygotsky's psychological theories on egocentric speech and concept formation often have been used to support the work of writers concerned with finding better ways to teach written composition, or writing that makes a conscious effort to serve both the writer's conception of the subject and the reader's understanding of that conception, to beginning writers. These rhetorical theorists generally appreciate the utility of Vygotsky's view of egocentric speech as a diagnostic tool in evaluating immature written expression and the accuracy of•Vygotsky's portrait of intellectual development in his work on concept formation. They often fail, however, to grasp Vygotsky's most important contribution to the theory of written composition: the insistence consistently pervading his work that social experience is essential to complete personal development.

This thesis explores this Vygotskian link between social and personal development by supplementing detailed examinations of Vygotsky's theories of egocentric speech and concept formation with an investigation into his seldom studied views of the aesthetic response. The concluding chapter ties these diverse topics together by suggesting that they work together to imply a Vygotskian theory of written composition that can aid teachers in encouraging students to use the social conventions surrounding written expression to enhance their personal conceptual and expressive development.

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