Flower and Hayes’ cognitive process theory is heavily criticized by both Bizzell and Broadkey for its inattention to how social contexts influence the composing process. While Bizzell finds Flower and Hayes’ lack of acknowledgement of the role of discourse communities on the writing process problematic, Broadkey claims that Flower and Hayes’ model constructs writing as an isolated activity in which the composer becomes a “writing machine” detached from social reality (412). Regardless of whether or not you agree with Bizzell and Broadkey, are there elements from Flower and Hayes that are potentially useful for the teaching of writing? If so, what are they and how might they be useful? If not, why not?
Bizzell states: “Through discourse analysis we might offer [students] an understanding of their school difficulties as the problems of a traveler to an unfamiliar country- yet a country in which it is possible to learn the language and the manners and even ‘go native’ while still remembering the land from which one has come” (496). What is your reaction to this statement (in regard to, for example, your own praxis, the NCTE statement on “Students’ Right to Their Own Language” or Shaughnessy’s research on Basic Writing, or to your own experiences as a student of writing)?
Bizzell states: “Through discourse analysis we might offer [students] an understanding of their school difficulties as the problems of a traveler to an unfamiliar country- yet a country in which it is possible to learn the language and the manners and even ‘go native’ while still remembering the land from which one has come” (496). What is your reaction to this statement (in regard to, for example, your own praxis, the NCTE statement on “Students’ Right to Their Own Language” or Shaughnessy’s research on Basic Writing, or to your own experiences as a student of writing)?
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