ABSTRACT
The study reported in this chapter was a direct attempt to promote a shift from a knowledge-telling to a knowledge-transforming process in composition. The crucial difference between knowledge telling and knowledge transforming, as these were described in Chapter 1, lies in the problem-formulating and problem-solving activities associated with the latter. In particular, it was postulated that knowledge transforming involves parallel activity in two problem spaces, a content space and a rhetorical space, with interaction between the two spaces so that results obtained in one space may be translated into problems to be solved in the other space. Instructional effort in the present study was concentrated on fostering such a back-and-forth or reflective process.
