Argues that, like making stew, there is more than one sequential writing process, and that while one cannot discern the process by examining the product, the product (or purpose) cannot help but shape the processes. (HTH)

Explores the similar and different ways that reading and writing influence consciousness. Summarizes the relationship between reading and writing as meditation--a way of modifying inner speech or composing in the mind. (HTH)

Examines the reading and writing processes and their interdependence and urges the language arts instructor to be an audience for children's writing and to help them become aware that what they read is someone else's writing. (HTH)

Presents and discusses research on the intellectual processes that writers engage in to attain what is commonly called "audience awareness." (RL)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Examines how children develop as writers and presents new ways of looking at children's problem solving in what they do and say during the writing process. Presents an outline of the general orders of child focus in the writing process. (HTH)

Examines the evidence for both the linguistic and rhetorical hypotheses about writers' planning and presents new research on episodic patterns within the writing process itself. Uses protocol analysis to look at the content and nature of writers' plans. (HOD)

Surveys rhetorical invention in current theoretical terms. Suggests that all invention requires the location of "differences" within a structure of free play imposed by the mind. Presents some important links between invention, J. Derrida's concept of "difference," and K. Burke's idea of eloquence. (RL)

Looks at an alternative method to linear notes for organizing thoughts when preparing a talk or paper. This method displays the manner in which the relationships of a subject are organized and offers a format for displaying complex inter-dependencies in place of linear notes. (Author/MER)

A study of the composing processes of 17 college freshman writers revealed the importance of reflection during composition--pausing and rescanning what has been written before continuing to write. (DD)

Writing behaviors such as pacing, crumpling paper, and cutting and pasting are signs of growth requiring nurturance. (DD)

Argues that an integrated vision of the composition process is needed to explain how context cues cognition, which in turn mediates and interprets the particular world that context provides. Explores some ways that observational research might be used to create a well-supported, theoretical understanding of the composition process. (RS)

Offers thoughts on what distinguishes the Bard College writing and thinking program from other programs. Asserts that writing/thinking is quite different from writing/arguing. Defines argument and writing as thinking. Examines retrospective process writing. (PRA)

A study investigated whether the narrative writing task is more compatible with the structure of conscious thought than are other writing tasks. If so, composing a narrative text should demand less cognitive effort, occur more fluently, and yield a more coherent document than composing persuasive or descriptive texts. Sixteen college students were…

At almost the same moment teachers became aware of the special power that writing has for the creation of thought, they also became aware that the world has moved from literacy into "secondary orality." For many, this new world is threatening, an apparent challenge to the analytical thought that is fundamental for academic literacy. In…