Examines the "cognitive process theory of writing" expounded by writing researchers Linda Flower and John R. Hayes, discussing problems with their theory and with the methodology on which it is based. (HTH)

Presents a professional writer and writing teacher's ideas on writing and the writing process. (JL)

Recounts how personal experience led to the realization that writing should be the physical and metaphysical center of what goes on in the English classroom. (JL)

Reveals the drawbacks to expert pronouncements on the teaching of writing. (JL)

Outlines what an adequate theory of the writing process would include, with special attention to the fact that the writing process is both linear and recursive. (JL)

Reports on what one writer went through to produce a short story. Notes the patience and perseverance that writers must have in order to create their works. (RL)

Clarifies 21 misconceptions about the nature of writing, how writing is learned, the act of writing, and who can teach writing. (HTH)

Discusses the roles that writers must assume during the writing process and offers suggestions to help children prevent these roles from conflicting or interfering with each other during writing. (HTH)

Describes a taxonomy for analyzing written revision. Reports two studies that used this taxonomy and discusses the implications of these investigations. (RL)

Notes that those teachers and scholars who are known as the "new rhetoricians" are divided on assumptions about the nature of rhetorical art, with some holding a vitalist theory of art and composing and others holding a technical theory. (HOD)

Presents suggestions for teachers to help writing students understand when and when not to revise their writing. (HTH)

Argues that, in understanding creativity and the process of composing, it is helpful to think in terms of the metaphysical concept and while polar opposites appear to be contradictory, they are part of the same whole. Suggests some polarities that help in understanding the creative process in writing. (TJ)

Explores the alternating mental perspectives that writers assume during the composing process, from inner experience to outer judgment and back to experience. (HTH)

Journalism rules for writing lead lines to articles are reviewed. Examples of leads made effective by observing or breaking these rules are discussed. (HTH)

Uses the case of revision as an example of how the artificial segmentation of the composition process into stages has created perceptual boundaries for composition teachers and researchers. (DD)