Argues that empiricism has a role as a complement to humanistic methodologies in composition research. Humanistic methodologies yield the stuff of hypotheses; empirically proven hypotheses provide further ground for humanistic interpretation. (MS)

Presents Martin Greenspan's four-stage (preparatory, incubation, illumination, and verification) model of the creation of new thought. Argues that this model provides a way of seeing, identifying, and understanding features of writing to learn and learning to write that other composition theories have not permitted. (RS)

Supports outlining as an invaluable tool for teaching students how to prepare to write on subjects of a logical nature and for analysis of writing of like kind. (RAE)

Delineates various conceptions of and arguments about problem solving and proposes a means for dealing with these conflicts. Argues that composition studies should strive to find a common language with which proponents of opposing views can communicate with each other. (MS)

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)

Investigates the effects of word processing on student's compositions to untangle the seemingly contradictory findings of earlier research. Finds that students are increasing their fluidity and fluency while simultaneously failing to organize and focus their increased verbiage. (RS)

Contends that composition studies risks a detrimental borrowing of prestige from science, a borrowing that is not only potentially misleading but also too limiting if it draws attention away from the broad spectrum of considerations inherent in composition studies. (RAE)

Investigates the processes which two college faculty members go through to generate knowledge that neither they nor anyone else has, to situate themselves so they can both formulate and answer questions that will contribute to the knowledge of their fields. Discusses applications of the research for teaching. (PRA)

Adds the student's theory of the writing process to three competing theories: expressive, cognitive, and social. Attempts to put writing in its proper place as one small facet of students' lives, rather than relegating students' lives to the secondary status of one more influence on their writing. (RS)

Recommends that as college faculties of all disciplines become more concerned with the quality of their students' writing and seek assistance of composition faculties in improving it. The need for a common vocabulary for defining "good" writing, diagnosing problems, and recommending teaching methods is apparent. (RAE)

Describes a college instructor's observations of her students' writing blocks. Suggests that female students' writing blocks differ from males'. Asserts that females' blocks last longer and cause greater distress than do males' writing blocks. Notes that female students also appear to experience difficulty in utilizing secondary sources and…