The Uses of Function: James Britton’s Category System and Research on Writing

Abstract

The theoretical and empirical work of James Britton has been influential in promoting a view of writing as a means of learning and reflecting about subject matter. In detailing the heuristic potential of writing and the wide range of possible uses of writing, Britton’s work has played a significant role in countering the traditional view of writing instruction emphasizing mechanical correctness and the teaching of a rigid set of discourse forms. In particular, Britton’s theory of written discourse function has been used widely in research on writing and has made an important contribution to writing theory and pedagogy. Employed as a key variable in a host of empirical studies on writing, the function system has also been examined and critiqued in a number of theoretical studies. Yet the body of research in which the function system appears has never been analyzed systematically to determine what the theory has contributed to our understanding of how writing is learned and taught. In this review, we examine research employing or critiquing Britton’s theory. Studies are divided into four categories, centering on (a) the nature of school writing; (b) writing processes and written text structures; (c) connections between writing and learning; and (d) critiques of the function system. We also discuss ways in which the function theory could be improved and extended, and examine the theory’s relevance in light of critical issues in American education.