This model of the Writing Process is taken from Linda Flower and John Hayes’ Cognitive Theory of Writing, as well as Wendy Bishop’s Creative Writing remix of this cognitive model. Here, I have paired each process, or tool, with an assignment, but it is important to note that we use these processes in each stage of the writing process (see figure at the bottom of the page).
Generation
The writer thinks of ideas and takes note of them, in various ways (visuals, lists, writing, etc.). This is part of planning.
Readings
The best way to learn about writing is to read writing. When we read, we will be looking for techniques and choices that the writer makes that we can emulate. What we read will depend on the theme and the themes we focus will depend on your choice. The students will decide what they want to read and write about.
Exercises
We will explore 5 themes this semester. We will usually write one exercise per class. These exercises will relate to the theme and allow the writer to be expressive. These are low-stakes writing pieces that are not handed in.
Translation
The writer puts their ideas into written language.
Messy Drafts
1-2 pages
At the end of each theme section, we will have a Shop&Share. For these days, an extended version of one in-class exercise is due. The Shop&Shares are a mix of open mics and workshops. These will be small group activities. The goal is for writers to share and for listeners ask questions. These will be submitted to the professor with a cover letter.
Review
Writers go over their drafts to spark further translation or revise and edit.
In-Progress Drafts
3-4 pages
The In-Progress Draft is an extension of the Messy draft. It is not final, but all of the elements that the writer envisions are there. This draft is extended with peer and professor comments in mind. With the revised draft, the writer will hand in a cover letter to give peers context on the process and purpose of the piece. These will be submitted to the professor and shared with the class for large group workshops, with a cover letter.
Critiques
Ahead of each Workshop, everyone in the class will read and comment on the In-Progress drafts. Comments should be written as annotations on the draft and as summarized thoughts at the end. We will discuss how to write an effective critique ahead of time. Critiques should focus on the writer’s intentions and craft elements. Personal opinions and subjective thoughts are inappropriate. Critiques will be handed directly to the writer after their workshop session.
Transformed Drafts
5-6 pages
The Transformed draft is as close to the final version as possible (of the In-Progress Draft). This piece is revised with the workshop critiques in mind. This piece will also be handed in with a cover letter. These drafts will be submitted to the professor and will be read out loud and in front of the class at our Open Mic Final.
Visual of the Cognitive Theory of Writing Process
