User:Lvl420DankMemeWizard/Writing process

Citations for potential information:


 * 1) Flower, Linda, and John Hayes. "Problem-Solving Strategies and the Writing Process." College English 39.4 (1977): 449-61. Web.
 * 2) Developed as an alternative form of writing to inspiration, prescription and writers' block. pg 450
 * 3) Flower and Hayes developed a series of heuristics as a guide to writing during and between phases of inspiration, prescription and writer's block.
 * 4) Allows the writer to be self aware of techniques to accomplish goals usually chalked-up to inspiration. pg 451
 * 5) Divides process into 2 modes of thinking: Generation of ideas and structuring of ideas. pg 452
 * 6) Writers should aim to make goals that lead themselves in a direction of thinking. pg 453
 * 7) To turn ideas into language should brainstorm, imagine a discussion, use analogies, rest. pg 454-455
 * 8) To push your ideas through cue words, teaching your ideas, laying them out into trees, read your writing as if you've never seen it. pg 455-458
 * 9) Write for an audience by finding common ground with your audience pg 458
 * 10) Consider how you want your reader to think about your information, and what you want them to know. pg 459
 * 11) Utilize reader-based prose pg 460.
 * 12) Test your rhetoric pg 460
 * 13) Flower, Linda., Ebrary, Inc, and ProQuest. Reading-to-write Exploring a Cognitive and Social Process / Linda Flower ... [et Al.]. New York: Oxford UP, 1990. Social and Cognitive Studies in Writing and Literacy. Web.
 * 14) Elaboration "enables readers to forge new connections, and encourages them to examine texts more critically when expectations" pg 147
 * 15) Writing should be done in a way that allows readers to draw on their shared knowledge.
 * 16) Most other information is examination of statistics, which takes too much time to understand for my timeframe.
 * 17) Flower, Linda, and John R. Hayes. “The Cognition of Discovery: Defining a Rhetorical Problem.” College Composition and Communication, vol. 31, no. 1, 1980, pp. 21–32. JSTOR, www.jstor.org/stable/356630.
 * 18) Explains rhetorical problem. Split up into rhetorical situation, and the goals of the writer.  pg 25
 * 19) Rhetorical situation split up into exigency, audience and constraints by Bitzer. pg 26.
 * 20) Writers' goals split into four categories: affect the reader, create a persona, create meaning and producing a text.  pg 25 and 27-28.
 * 21) Study establishes link between strong writers and addressing all aspects of the rhetorical problem. pg 29.
 * 1) Study establishes link between strong writers and addressing all aspects of the rhetorical problem. pg 29.

Section of article being edited:Flower and Hayes extend Bitzer's rhetorical situation to become a series of rhetorical problems, i.e., when a writer must represent the situation as a problem to be solved, such as the invocation of a particular audience to an oversimplified approach such as finding a theme and completing the writing in two pages by Monday's class.

In "The Cognition of Discovery" Flower and Hayes set out to discover the differences between good and bad writers. They came to three results from their study, which suggests that good writers envelop the three following characteristics when solving their rhetorical problems:


 * 1) Good writers respond to all of the rhetorical problems
 * 2) Good writers build their problem representation by creating a particularly rich network of goals for affecting a reader; and
 * 3) Good writers represent the problem not only in more breadth, but in depth.

Flower and Hayes suggest that composition instructors need to consider showing students how "to explore and define their own problems, even within the constraints of an assignment". They believe that "Writers discover what they want to do by insistently, energetically exploring the entire problem before them and building for themselves a unique image of the problem they want to solve."

Alterations to article:
Flower and Hayes extended Blitzer's rhetorical situation and developed a set of heuristics that framed the writing process as a series of rhetorical problems to be solved. The heuristics focus on either the generation of ideas or the structuring of them. Writers should chose goals with built in guidelines that lead their content into certain directions. While generating ideas, four viable techniques are to write ideas without editing or filtering, play out scenarios discussing the topic, generate analogies and to rest on ideas. When a writer is looking to push their ideas they should try to find cue words to tie complex ideas together, to teach the ideas to another person, to tree ideas into classifications of organization and to read their own writing as if they'd never seen it before. The last tool is to write for a specific audience by finding common ground with them.

Flower and Hayes further developed the cognitive model in "The Cognition of Discovery" by observing writers in order to learn how they generate meaning. They outlined the rhetorical problem as a list of what a writer may address or consider. In doing so, they created a model for the rhetorical problem that can be split up into two main categories: The rhetorical situation and the writer's own goals. The rhetorical situation is what motivates a writer to create ideas. The writer's own goals are what guide how ideas are formed. The rhetorical situation is further split into the purpose of the writing, and who will be reading it. The writer's own goals are split into how the reader is affected, the persona the writer uses, the meaning the writer can create, and implementation of writing conventions.

They came to three results from their observations, which suggests that good writers envelop the three following characteristics when solving their rhetorical problems:


 * 1) Good writers respond to all of the rhetorical problems
 * 2) Good writers build their problem representation by creating a particularly rich network of goals for affecting a reader; and
 * 3) Good writers represent the problem not only in more breadth, but in depth.

Flower and Hayes suggest that composition instructors need to consider showing students how "to explore and define their own problems, even within the constraints of an assignment". They believe that "Writers discover what they want to do by insistently, energetically exploring the entire problem before them and building for themselves a unique image of the problem they want to solve."

Response from Matheus and Brooke
Hey, we don't know which part of the article that you added. If you can make it bold that would be nice!

Review from Caleb and Amanda
Not sure where your addition is.

Review from Sharon and Lauren
Unaware of where your addition is.