Unlike cognitivism, social constructionism, or the "social turn" in composition pedagogy, which evolved the 1980s, is distinguished by the belief that language and the mind are inseparable, as an individual needs language in order to even think. Social constructionist theories also promote the idea that writing is inherently political in nature and that writers are each a part of a particular community of dialogue, or discourse community, with an assumed set of principles and a distinct language of its own. Patricia Bizzell directly attacks the early cognitivist contention that writing can be understood as distinct sets of mental processes, criticizing "inner-directed" theorists like Flowers and Hayes for focusing too much on the individual writer's language and learning processes and overlooking the importance of society and discourse communities in composition; on the other hand, "outer-directed" theorists like Bizzell recognize the extent to which thinking and language are conditioned by the social context and intended audience being addressed by the writer. Writing, Bizzell claims, "takes place within a community," and in order to improve composition, teachers should "explain what the community's conventions are."Bizzell, Patricia. "Cognition, Convention, and Certainty: What We Need to Know about Writing." PRE/TEXT 3.3 (1982): 213–43. Print. Social constructionist James Porter notes the "intertextuality" of all writing as interdependent, based on the principle that all speech and writing evolves from presumed meaning and accepted evidence as defined by each "discourse community," which Porter defines as "a group of individuals bound by a common interest who communicate through approved channels and whose discourse is regulated."Porter, James E. "Intertextuality and the Discourse Community." Rhetoric Review 5.1 (1986): 34–47. Print. Joseph Harris agrees with Porter, maintaining that writing is community-driven and noting that the purpose in writing is drawn from "being part of some ongoing discourse." However, Harris qualifies his argument by noting that, while writers act not as isolated individuals but as members of discourse communities with certain language, practices, and beliefs, the notion that academic or other discourse communities are "discursive utopias" existing without conflict is irrational.Harris, Joseph. "The Idea of Community in the Study of Writing." College Composition and Communication 40.1 (1989): 11–22. Print. David Bartholomae suggests that students must be assimilated to a specialized discourse in order to write; he writes that students "have to invent the university by assembling and mimicking its language," learning the "requirements of [academic] convention," and understanding the "history of a discipline" in order to successfully write and communicate within that discipline.Bartholomae, David. "Inventing the University." When a Writer Can't Write: Studies in Writer's Block and Other Composing Process Problems. Ed. Mike Rose. New York: Guilford, 1985. 273–85. Print. Suggesting an existing conflict between academics and writers, Peter Elbow argues that writing students should not be exposed to the dialogic discourse of academia, as it can be intimidating and ineffective; instead, Elbow suggests that students read and study each other's writings in the early stages of composition, in order to facilitate a sense of monologic freedom by focusing on the students' own unique voices.Elbow, Peter. "Being a Writer vs. Being an Academic: A Conflict in Goals." College Composition and Communication 46.1 (1995): 72–83. Print.
