This body of work contains three articles that support the need for K-12 teachers to write professionally and personally. The research sought to explore the questions of initial influences to write, essentials to sustain writing and the relationship of teacher-writer development to self authorship. Much of the previous literature produced by…

Moment to moment, a writer faces a host of potential problems. How does the writer's mind coordinate this problem solving? In the original Hayes and Flower model, the authors posited a distinct process to manage this coordinating--that is, the "monitor." The monitor became responsible for executive function in writing. In two…

For the forty-third time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented online during the annual AECT Convention. Volume 1 contains 37 papers dealing primarily with research and development topics. Papers dealing with the…

In this article, modified cognitive strategy instruction in writing (CSIW), a cognitive strategy instructional model is described. Modified CSIW was designed based on two effective instructional models: cognitive strategy instruction in writing (CSIW) and self-regulated strategy development (SRSD). Modified CSIW provides tailored instruction to…

Students learned a strategy for planning, writing, and evaluating compare-contrast essays. Instruction followed the principles of self-regulated strategy development, which aims to improve knowledge about writing, strategic writing processes, self-regulation, and motivation. Six adolescent students, 3 with learning disabilities in writing and 3…

Discusses the affinities between L. Flower's problem-solving method, B. Young's tagmemic invention, and Dewey's reflective thinking, each strategy equally focusing on choices to be made allowing the thinker/writer to make order out of incongruity and dissonance. Applies Dewey's five phases of reflective thought to writing. (JG)

Replies to Steinberg's article on protocol analysis in this issue and argues that even if the writing process is a problem-solving process, it is too complex to analyze sufficiently using protocols. (SRT)

Describes some of the key intellectual actions that underlie the process of revision in writing and that most affect its practice. Provides a working model of revision and discusses diagnosing problems and devising solutions. (HTH)

This 2-year longitudinal study explored whether computers promote more sophisticated thinking, and examined how students' thinking changes as they become experienced computer users. The first-year study examined the thinking process of four ninth-grade Apple Classrooms of Tomorrow (ACOT) students. The second-year study continued following these…

The task of teaching writing to students in business, engineering, design, computer science, accounting, and other professional areas raises the question of what knowledge the writers call upon to create a rhetorically effective writing plan. Research suggests three plausible answers: their knowledge of schemata, the structure of their topic…

A testing procedure used by J. W. Getzels and M. Csikszentmihalyi (1964) to gauge the relationship between problem finding and creativity in art students was employed in a study designed to determine if the same relationship existed in writers. Subjects were middle school students identified as either creative or noncreative by two separate…

Examines why analytical thinking should be a major focus of teaching in the reading and writing classroom. (HOD)

Rhetoric and mathematics have much in common that can help explain the composing process. Common elements of rhetoric and mathematics important to the teaching of writing are (1) relationships between syntax and semantics, (2) practices of representation, and (3) focus on problem solving. Recent emphasis on "repair processes" in mathematics is…

Secondary school and college students can learn how to shape thought through shaping language by using tagmemic heuristics. To approach writing as a thinking process, students apply three heuristics: one for identifying and stating problems, one for exploring problems, and one for evaluating hypotheses or solutions. Guided by a series of…

An experiment was conducted to test the hypothesis that recent theories connecting creative problem solving with cerebral specialization might explain why some writers compose much more effectively than others. Specifically, the experiment was designed to find ways composition teachers can help students to transform writer-based prose into…