A 1993 cartoon from Wiley's Non Sequitur depicts Thomas Jefferson considering alternative openings for the Declaration of Independence. Alternatives range from "We the really ticked-off people" to "Yo, tax this," and the caption reads "Before eloquence there are rough drafts." Posted on the door of my office, the cartoon sends a message to students complaining about my revision requests; however, the message for me is more personal. The cartoon reminds me of my days teaching freshman composition, when I dissected the Declaration of Independence for my students as an exemplar of an argument essay, sent them off to write their own arguments, and then viewed with dismay their inability to write persuasive arguments. The cartoon emphasizes the writing process, whereas I, the writing teacher, had emphasized only the written product. Emphasis on the writing process is so widely accepted today that it is difficult for some to imagine how recently the idea was novel. It is an overstatement to claim that the study of writing as a cognitive process began with the publication of Hayes and Flower's process model in Gregg and Steinberg's (1980) edited volume, Cognitive Processes in Writing. Prior to that time, process-oriented arguments had come from rhetoric and composition researchers (e.g., Britton, 1970; Britton, Burgess, Martin, McLeod, and Rosen, 1975; Moffett, 1968a,b; Emig, 1971; see Nystrand, Greene, and Wiemelt, 1993, for a historical review), and Flower and Hayes (1977) had already published in the journal College English. Still, the publication of Cognitive Processes in Writing, containing seminal chapters by Hayes and Flower (1980; Flower and Hayes, 1980) as well as Bereiter (1980), broke new ground within psychology. Just as the area of composition studies had
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