Process, process movement: The process movement in the United States in the 1970s and 1980s is clearly described in the piece by J. Brereton in this issue. I will simply note here that the process approach has become so woven into the fabric of the discussion that it is a complete given and far less often a subject of study in the literature of the field. One key difference was in the rejection of the cognitive models of process, considered inadequate because they could not account for writing’s heterogeneity and the contexts in which disciplinary textual practices and behaviors take place (Russell, 2004). They also did not provide for revision as a dialogic act between the student and his text. The main objective of the process, that is, was the product, rather than the reflexive questioning of the writer him or herself, his choices, objectives, historicity, or the effect he could have on the process (Harris, 1994, p. 68).
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