The purpose of this article is to discuss the ways in which the participation framework of writing activity is socially constructed over the course of interaction. Using data from an ethnographic study of kindergarten journal-writing activity, the author demonstrates how, over time, both the teacher and the students in this classroom community socialize each other to discrete roles within the instructional participation framework, thus creating a normative structure for participation in classroom literacy activity. The article focuses specifically on the ways in which the teacher indirectly indexes her instructional goal of independent writing. In this classroom, then, the participation framework constitutes and is constituted by, the linguistic context within which learning to write is socially mediated.
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