ABSTRACT
In this final chapter we want to return to a focus on the knowledge-telling and knowledge-transforming models themselves, their validity and their implications. Talking about models is much different from talking about people, even though it is easy to lose sight of the difference. Because most of the studies involve having people carry out some writing task, it is easy to lapse into regarding the studies as nothing more than comparisons of different kinds of writers or different kinds of writing conditions (cf. Horowitz, 1984). At times in the preceding chapters we ourselves have lapsed into referring to people as “knowledge-tellers” or “knowledge-transformers” rather than sticking to such clumsy but more accurate expressions as “people whose composing processes more nearly conform to the knowledge-telling model.”
