PHD, Kent State University, 2011, College of Arts and Sciences / Department of English

The dissertation examines the applications of Lev S. Vygotsky's cultural-historical theory of human psychological development and Alexei N. Leont'ev's activity theory in studies of writing and literacy. This investigation of recent scholarship in the field of writing studies in works by Witte (1998, 2005), Russell (1995, 1997, 2002), Zebroski (1983, 1994), Bazerman (1995, 1997, 2002, 2004), Smagorinsky (2004, 2006), and Scribner (1981, 1997) attempts to reveal misapplications of Vygotsky's and Leont'ev's theoretical positions and to offer solutions. In particular, I argue that the dialectical method of analysis originating in Marxist philosophy is vital to appreciating the systemic nature of the theories. Furthermore, the dialectical method is essential in both practical and theoretical research applications of Vygotsky's and Leont'ev's ideas. The dissertation concludes by highlighting Vygotsky's construct of symbolic mediation as a central property, characterizing human mental functioning, and explores the affordances of this construct for defining units of analysis in applied research programs. Overall, it attempts to build a more robust theoretical position in the field informed by an overarching theory of human psychological functioning and development and a comprehensive analytical method represented by Marxist dialectics.

Committee: Raymond Craig Dr. (Committee Chair); Brian Huot Dr. (Committee Member); Pamela Takayoshi Dr. (Committee Member); Kevin Floyd Dr. (Other); Kenneth Bindas Dr. (Other); James Zebroski Dr. (Other) Subjects: Cultural Anthropology; Developmental Psychology; Educational Psychology; Literacy; Pedagogy; Social Psychology