Against the limitations English monolingualism imposes on composition scholarship, as evident in journal submission requirements, frequency of references to non-English medium writing, bibliographical resources, and their own past work, the authors argue for adopting a translingual approach to languages, disciplines, localities, and research…

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)

Supports a reader oriented theory of paragraph writing. Discusses the readers' expectations of paragraphs and supporting research, demonstrates the strengths and weaknesses of the most popular current model of paragraph structure, demonstrates the power of rhetorical paragraph writing, and details the pedagogical implications of the…

Suggests a number of criteria and procedures that represent a model of scholarly inquiry into the writing process. Discusses why some researchers are discontented with present models. Details what the author feels are acceptable, even desirable, operating assumptions, research methodologies, and ways of reporting results. (JD)

Provides a model of the rhetorical problem, based on the study of writing as a problem-solving cognitive process; describes three major differences between good and poor writers revealed by a protocol analysis study. (DD)