The Social and Cognitive Studies in Writing and Literacy Series, is devoted to books that bridge research, theory, and practice, exploring social and cognitive processes in writing and expanding our knowledge of literacy as an active constructive process--as students move from high school to college.
This descriptive study of reading-to-write examines a critical point in every college student's academic performance: when he or she is faced with the task of reading a source, integrating personal ideas, and creating an individual text with a self-defined purpose. Offering an...

In Hearing Ourselves Think, cognitive process research moves from the laboratory to the college classroom, where its rich research tradition continues and an important new set of instructional approaches emerges. Each chapter moves from research results to classroom action, providing a direct and important link between research, theory, and practice. The book develops the concept of the research-based classroom in which students actively examine the processes and contexts of reading and writing and then turn their observations into principles for practice. Hearing Ourselves...

Based on five years of close observation of students, writing and collaborative planning--the practice in which student writers take the roles of planner and supporter to help each other develop a more rhetorically sophisticated writing plan--foremost cognitive composition researcher Linda Flower redefines writing in terms of an interactive social and cognitive process and proposes a convincing and compelling theory of the construction of negotiated meaning.Flower seeks to describe how writers construct meaning. Supported by the emerging body of social and cognitive research in rhetoric,...