This article analyzes how public policymakers responded to CCCC's 1988 National Language Policy. While many treated CCCC as a leading critic of English-only policies, others interpreted the organization to be more of a hesitant critic, or even an outright ally of the English-only movement. Rather than cede rhetorical ground to monolingual…

Through sharing results of an analysis of design language use in several writing studies journals, this article explores why we invoke design in published scholarship. After defining the approach to composing known as design thinking, it then moves to a comparison of design thinking and the writing process and looks at an example application of…

Explores the flaws in linear theories of the writing process and student writers' attitudes toward revision that these theories reinforce. Discusses the revision strategies of experienced writers, showing that the writing process is recursive rather than linear. (HTH)

Raises questions about the epistemology inherent in composition studies, especially with regard to the issue of modeling. Investigates the usefulness and implications of modeling theory for contemporary composition study. Provides a context for discovering what it means to construct models of writing processes. (HB)

Surveys three current perspectives on audience, exploring the strengths and weaknesses of each without arguing for the superiority of one view. Provides a conceptual framework that will clarify some of the things composition theorists can mean when they talk about the writer's audience. (FL)

Introduces a theory of the cognitive processes involved in composing in an effort to lay groundwork for more detailed study of thinking processes in writing. (RL)

Discusses the "static, insular" view of composition that is found in many composition textbooks. Notes how students might misconstrue arbitrary prescriptions in writing textbooks as rigid rules. Laments that textbook structures deemphasize the composing process. (RL)

The rhetorical principles of Aristotle and Carl Rogers are compared and contrasted. (HTH)

Analyzes why conceptual ambiguity surrounds the subject of writing plans: why they are viewed alternatively favorably and unfavorably; why they are sometimes mental and sometimes written constructs; and why they are sometimes indistinguishable from writing goals. Concludes that one problem is the view of writing as product. (SG)

Identifies some of the assumptions and implications of the current research about writing and shows why they are open to question. (RL)

Uses Thomas Kuhn's hypothesis on paradigm shifts--changes in a discipline from established models to newer ones--to examine the developing shift in writing instruction from the product-oriented to the process-oriented model. (RL)

Examines the tagmemic heuristic for invention and proposes a revision in the tagmemic heuristic as currently formulated, designed to make it more useful. (FL)

The negative relationship between the structural rules usually taught in composition classes and writer's block is explored. Suggestions for helping a student with this writing problem are given. (HTH)

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Notes the connections between the process of writing and the process of intellectual discovery. Reviews some studies of the inquiry process and applies their results to the goals and methods of teaching composition. (RL)