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Download full textGebhardt, Richard – Writing Instructor, 2011
"Process and Intention: A Bridge from Theory to Classroom" is rooted in a time when intuitive, experience-based awareness that we should "Teach Writing as a Process Not Product" (Murray 3) was bolstered by systematic research into the complexity of writing. Lots of years have passed since those days, so as a reminder, the author mentions five…
Descriptors: Intention, Writing Processes, Writing Instruction, Cognitive Processes
Schuster, Charles I. – Writing Instructor, 1984
Discusses situational sequencing, a concept of teaching writing that places writers within specific rhetorical contexts and asks them to produce a series of writings that develop from and relate to one another. Provides examples of such assignments. (FL)
Descriptors: Cognitive Processes, Higher Education, Individual Development, Sequential Approach
McPherson, Bruce; Fowler, Nancy – Writing Instructor, 1992
Claims that despite the fact that writing research has drawn extensively on cognitive processes, little research has been done to describe the role that the unconscious and emotions play in the writing process. Offers a pedagogy designed to enable students to draw writing energy from the realm of the unconscious. (HB)
Descriptors: Cognitive Processes, Cooperative Learning, Emotional Response, Higher Education
Meyers, G. Douglas – Writing Instructor, 1984
Argues that knowing something about students' cognitive strategies can help teachers to match their teaching to their learning. Reports on a study that investigated students' cognitive strategies. (FL)
Descriptors: Cognitive Processes, College English, College Faculty, College Freshmen
Haisty, Donna – Writing Instructor, 1984
Discusses the sequencing of writing assignments based on students' natural development. Cites the work of Piaget and Moffett. (FL)
Descriptors: Assignments, Cognitive Processes, Developmental Stages, Educational Philosophy
