ABSTRACT
The children in this study are in the zone of proximal development for learning to use written text to tell a story. The path through the zone must be described as a unity-process, product, and the circumstances of a person engaged in writing. For this reason, I first present an annotated case study of one child, Jeremy. In chapter 5, I show how Jeremy's path through the zone of proximal development is mirrored in the progress of the class as a whole.
