Presents a taxonomy of writing instruction, a model or paradigm of the writing process, an application of this model to the teaching of writing, and an explanation of the empirical basis of the model. (Author/GW)

Linda Flower and John Hayes respond to Marilyn Cooper and Michael Holzman's "Talking About Protocols," pointing out errors in their understanding of protocol analysis and a study in which the data appear to contradict what Cooper and Holzman assume the researchers should see. Includes reply by Cooper and Holzman. (HTH)

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)

Suggests that a written text and its revisions are documents of decision processes controlled by the writer's outlook on information priorities. (DD)

A study of topic choices and inductive/deductive development methods among 1,000 Oakland University students taking writing placement tests revealed significant differences in male/female thinking patterns and ability to communicate effectively. (DD)

Discussion of current applications of artificial intelligence (AI) to writing focuses on how to represent knowledge of the writing process in a way that links procedural knowledge to other types of knowledge. A model is proposed that integrates the subtasks of writing into the process of writing itself. (15 references) (LRW)

Noting that recent issues of several scholarly journals have contained criticism of protocol analysis and the use of verbal reports in the analysis of the writing process, this paper examines some of the charges made and then explores the implications of the criticisms. Specific charges addressed in the paper include the following: (1) protocols…

The act of composing is best described as a set of distinguishable processes that interact. There are four methods for researching these processes: (1) behavior protocols, in which subjects are observed but are not asked to report their thought processes verbally; (2) directed reports, in which subjects are asked to explain how they performed a…

Discusses professional writers' use of "metaphorical stories" to describe their composing processes. Maintains that fiction writers' ascription of independence to their characters has profound psychological implications. Cites metaphorical stories as an important means by which authors understand and communicate their composing…

Examines definitions of written fluency, methods used to promote fluency, and some of the problems inherent in the approaches. Topics discussed include writing process, modeling, metacognition, and developmental studies. Concludes that written fluency is a multi-dimensional concept involving a range of strategies, their organization, and…

Discusses the role of affect in cognitive processes. Concludes that to study the affective as well as cognitive components of composing is to acknowledge their true interrelatedness. (MS)

Asserts that the main goal of writing instruction is to help students attain the competence necessary for academic discourse and the most effective way to do this is to teach the basic strategies for uncovering the rules that govern discourse in any particular context.(SRT)

Discusses a study that explored college freshman English students' feelings toward peer evaluation and concluded that this form of evaluation should be included to some extent in all composition classes. (DF)

Suggests that humans discover who they are and become what they are by communicating with each other; thus, the process of communicating becomes far more important than any particular product. Advocates a rhetoric of assent that takes these assumptions into account. (other, thusBW)

Describes a case study of the composing strategies used by a professional writer, Donald Murray, concentrating on his planning and revision processes. (FL)