A synthesis of three different writing theories into one model for the writing process is given in this report and evidence is provided for various parts of the model from studies using different methods of investigation. The model developed contains three phases: (1) processing or whiting as discovery, including propositionalizing, subchunking, and categorizing; (2) distancing or writing as the establishment of interpersonal relationships including task, subject, and audience; and (3) modelling or writing as the making of texts including genre, time-frame, and discourse organization. Evidence for the validity of the model is provided from studies using three different methods of investigation--rationalism, postivism and contextualism--and six approaches to teaching composition--genre, subject, situation, sentence, problem solving, and cosmetic. The report concludes that the model satisfies some of the pragmatic requirements of an educational theory: it has implications for instruction, it provides a basis for weighing research methodologies, and it synthesizes research findings from many different fields. The appendix includes the steps of the model with examples of research and classroom practice correlated. (MKM)