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ERIC Number: ED377516
Record Type: Non-Journal
Publication Date: 1995-Jan
Pages: 30
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
A Critique of Cognitive Research on Writing from Three Critical Perspectives: Theoretical, Methodological, and Practical.
Best, Linda
Cognitively oriented research on writing has altered the manner in which writing is understood and taught. In the 1970s, writing teachers were challenged to improve students' skills. Finding traditional, product-oriented methods inadequate, they were left to discover how they might guide students to develop their skills. L. Flower and J. R. Hayes' cognitive model of the composing process captures the recursive nature of writing and is as complex as the writing process itself. Flower and Hayes focused on three subprocesses critical to composing: planning, translating, and reviewing. However, the model does not account for external factors which may influence the composing process. The unique methodology of cognitive research, protocol analysis, has led to understanding the composing process, which has reinforced the power of the tool itself. The rich descriptions protocol analysis offers and the small samples it studies may appear less rigorous than conventional techniques, yet they are both necessary and effective in achieving an understanding of the writing process. Cognitive research's understanding of effective prose, coupled with insights on the processes and subprocesses associated with its production, directs teachers to intervention techniques focusing on writing in process rather than finished products. Approaches complementing cognitive research on writing contrast with traditional, product-oriented programs, particularly regarding assessment. The next logical step in research on writing involves using this tool to explore the manner in which cognition and context interact in the composing process. (Contains 69 references.) (RS)
Publication Type: Reports - Evaluative; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A