"Process and Intention: A Bridge from Theory to Classroom" is rooted in a time when intuitive, experience-based awareness that we should "Teach Writing as a Process Not Product" (Murray 3) was bolstered by systematic research into the complexity of writing. Lots of years have passed since those days, so as a reminder, the author mentions five 1970s researchers whose work seemed to him then (and still does, for that matter) to suggest a complex idea of writing as a dynamic interaction of brain, hand, and eye. In this article, the author addresses the place of his 1982 article, "Process and Intention: A Bridge from Theory to Classroom," in the context of writing process research and the place of the writing process movement in the larger field of composition, alongside the place of the original essay in his own professional career and body of scholarship work and research.