Abstract
dent literacy-or its lack-has all of us increasing our efforts to find more effective ways to teach language skills and, most particularly, writing skills. For some time now, I have been using humanistic, non-cognitive processes for teaching writing. Because these processes are so effective, they deserve to be more widely understood and employed. Non-cognitive matters are defined here as those learned not by listening or reading but by experiencing. Such learning is usually by happenchance. These experimental learnings can, however, be planned for, and precision techniques (or processes) can be constructed so as to enhance and facilitate cognitive learning-or what we think we are teaching when we teach what we teach.
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