A Cognitive Process Theory of Writing.

@article{Flower1981ACP,
  title={A Cognitive Process Theory of Writing.},
  author={Linda S. Flower and J. R. Hayes},
  journal={College Composition and Communication},
  year={1981},
  volume={32},
  pages={365-387}
}
  • L. Flower, J. Hayes
  • Published 1 December 1981
  • Education
  • College Composition and Communication
There is a venerable tradition in rhetoric and composition which sees the composing process as a series of decisions and choices.1 However, it is no longer easy simply to assert this position, unless you are prepared to answer a number of questions, the most pressing of which probably is: "What then are the criteria which govern that choice?" Or we could put it another way: "What guides the decisions writers make as they write?" In a recent survey of composition research, Odell, Cooper, and… 

Figures from this paper

Personality and Individual Writing Processes.
Though composition theorists concur that writing should be taught as a process, they seem to agree little on the nature of that process. Pearl G. Aldrich, in a recent article in this journal,
Talking About Protocols.
The "cognitive process theory of writing," expounded by Linda Flower and John R. Hayes in the December, 1981 issue of College Composition and Communication and elsewhere, is attractive; as they
Foreword to “Rudiments of Cognitive Rhetoric”
This long overdue translation of Dan Sperber’s 1975 paper, ‘‘Rudiments de rhétorique cognitive,’’ beyond its sheer quality of thought, is important for three specific reasons. One is simple priority.
WRITING : THINKING AND LEARNING WITH THE AID OF TEXTS
The claim has often been made that it is through writing, in particular, that we exploit the full potential of literacy, using it, as Bruner put it, as a technology for the empowerment of mind.
Externalism and the Production of Discourse
Most current research in discourse production adheres to the Cartesian claim that a split exists between the human mind and the rest of the world. The primary evidence for this split comes from the
Manifestations of Intuitions in the English Language
This chapter interrogates common deviant intuitions encountered in the English language classroom, offers some speculative reasons for them and discusses the dissonances that they result in. It
Logic, Rhetoric, and Legal Writing
Training in legal writing is a vital part of a lawyer's education both because it is a skill required by the successful practitioner and because learning to write as a lawyer is an integral part of
Paradigm Debates, Turf Wars, and the Conduct of Sociocognitive Inquiry in Composition.
Most of us are familiar with the shifting figures of the goblet and profiles that one sees in psychology textbooks to illustrate the influence of perception on ambiguous figure/ground relationships.
Empirical Studies of Whether Writing Augments the Mind
Writing is analyzed as thinking that uses paper or other media to externalize and manipulate symbolic expressions. Mental operations of natural language can occur somewhat independently, and they
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 18 REFERENCES
Writer-Based Prose: A Cognitive Basis for Problems in Writing.
IF WRITING IS SIMPLY THE ACT of "expressing what you think" or "saying what you mean," why is writing often such a difficult thing to do? And why do papers that do express what the writer meant (to
Discourse Theory: Implications for Research in Composing.
ABSTRACT Although current theories concerning the composing process overlap in useful and interesting ways, a paradigm is emerging. This article discusses two of the major assumptions of this
The Cognition of Discovery: Defining a Rhetorical Problem.
Metaphors give shape to mysteries, and traditionally we have used the metaphor of discovery to describe the writer's creative process. Its broad meaning has sheltered many intellectual styles ranging
Writing as a Mode of Learning.
WRITING represents a unique mode of learning-not merely valuable, not merely special, but unique. That will be my contention in this paper. The thesis is straightforward. Writing serves learning
Revision Strategies of Student Writers and Experienced Writers,
  • CCC, 31 (December,
  • 1980
Why Write? A Reconsideration," unpublished paper delivered at the convention of the Modern Language Association
  • Why Write? A Reconsideration," unpublished paper delivered at the convention of the Modern Language Association
  • 1979
Why Write? A Reconsideration," unpublished paper delivered at the convention of the Modern Language Association, San Francisco, California
  • "Writing as a Mode of Learning," CCC,
  • 1979
Five Writers Writing: Case Studies of the Composing Process of Unskilled College Writers," Diss
  • New York University,
  • 1978
...
1
2
...