Asserts that teachers should help students move beyond an information-exchange view of reading to a more complex rhetorical model of constructing meaning. Reports on a study which investigated meaning constructions and compares the more traditional function/feature strategies of constructing meaning with rhetorical strategies, which construct…

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)

Flower defends her book "Problem-Solving Strategies for Writing," stating that contrary to Petrosky's interpretation, it does not take an out-moded, logical positivist view of communication theory that treats thought as an object to be transferred while ignoring the constructivist nature of both reading and writing. (HTH)

Introduces a theory of the cognitive processes involved in composing in an effort to lay groundwork for more detailed study of thinking processes in writing. (RL)

Provides a model of the rhetorical problem, based on the study of writing as a problem-solving cognitive process; describes three major differences between good and poor writers revealed by a protocol analysis study. (DD)

Notes that an intercultural rhetoric based on inquiry is a deliberate meaning-making activity in which difference is not read as a problem but sought out as a resource for constructing more grounded and actionable understandings. Explores the meaning of intercultural rhetoric inquiry as it emerges with a cultural/social/cognitive activity and as…

Argues that an integrated vision of the composition process is needed to explain how context cues cognition, which in turn mediates and interprets the particular world that context provides. Explores some ways that observational research might be used to create a well-supported, theoretical understanding of the composition process. (RS)