This paper presents a framework and methodology for designing learning goals targeted at what students need to know and be able to do in order to attain high levels of literacy and achievement in three disciplinary areas--literature, science, and history. For each discipline, a team of researchers, teachers, and specialists in that discipline…

Writing is a developmental and flexible process. Using a prescribed process for acts of writing during instruction does not take into account individual differences of writers and generates writing instruction that is narrow, rigid, and inflexible. Preservice teachers receive limited training with theory and pedagogy for writing, which potentially…

Describes two strategies chosen to guide the authors' writing research and presents four of these strategies in a process model of composition. (HOD)

Describes research on the process of writing using a protocol analysis approach that suggests a writing model containing three major processes: planning, translating, and reviewing. (MKM)

Linda Flowers and John Hayes have formulated a cognitive model of the composing situation, including the recursive composing process. This model has been converted into an instructional model that is appropriate for the design of instruction in writing. The instructional model incorporates three major units: task environment, composing process,…

Offers a broad historical overview of research and theory in the teaching of composition, focusing on D. Gordon Rohman's study of the writing process; Janet Emig's introduction of the writing protocol; and Linda Flower and John R. Hayes's work on the mental processes involved in writing. (DMM)

Examines the representative conceptions of process pedagogy in (1) Maxine Hairston's article, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing"; (2) C.H. Knoblauch and Lil Brannon's "Rhetorical Traditions and the Teaching of Writing"; and (3) Ann E. Berthoff's "Forming, Thinking, Writing: The…

Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Examines models of composition constructed by William Perry and by Mary Belenky. Notes that the Perry model and the Belenky model highlight different perspectives, mind sets, and attitudes. Concludes that the positions mapped by both schemes act as a filter through which teachers can view their students. (RS)

The three papers in this report set forth the research methodology and the theory used in one research project to identify the processes involved in writing. The first paper proposes a method, termed protocol analysis, for use in identifying the organization of writing processes. It defines protocol analysis as a means for examining the detailed…

This paper explicates and compares theories of composition that use heuristic or problem solving procedures in order to determine what can logically be expected from the application of a particular heuristic during the composing process. The heuristic models examined include E. P. J. Corbett's selection from the classical topics; R. Young, A. L.…

Argues that scientific style manuals provide much sound advice, but also pass along advice at odds with recently published literature regarding how scientists actually conduct research and write up their findings. Presents a revised model for the scientific article based on information in recently published research on communication in science.…

John Keats provides a convincing and helpful model of James Britton's philosophy and research on composition. While, contrary to Britton's paradigm, much of Keats's work is simultaneously in the expressive, transactional and poetic modes, early poems are primarily expressive: they record his perception of reality as filtered through his senses and…

Discusses research on the nature and strategies of children's invented spelling, including a developmental model of such spelling. Suggests ways to encourage invented spelling, while examining whether it will interfere with learning to read and write standard spelling. (HTH)

Examines the concept of intellectual development, focusing on how differences in writing reflect different developmental models, such as those developed by Piaget and Vygotsky. Discusses the consequences of developmental models on theories of composition and the function of narrative. (MM)