Noting that the new literary and rhetorical theories are concerned with revealing the constructive nature of productive and interpretive processes, this paper examines the cognitive processes in reading and writing which make them constructive and intentional acts, and how reader and writer "negotiate" meaning in light of context, reader…

This study is the seventh in a series of reports from the Reading-to-Write Project, a collaborative study of students' cognitive processes at one critical point of entry into academic performance. This part of the study examines whether students could make more significant revisions in their writing if they were merely prompted to examine and…

Second in the series "Reading-to-Write: Exploring a Cognitive and Social Process," this report looks at the different ways students represent reading-to-write tasks to themselves, analyzes the resulting divergence in their writing goals and strategies, and recommends teaching task representation as an interpretive process that continues…