ABSTRACT
Many have recognized that attention to process is potentially very important for the teaching of writing (Britton, Burgess, Martin, McLeod, & Rosen, 1975; Young, Becker, & Pike, 1970). Unfortunately, relatively few researchers have actually studied writing processes experimentally. Although noteworthy exceptions may be found in the work of Emig (1971), Zollner (1969), and Harding (1963), it is still true, as Britton et al. (1975) say, that “there has been very little systematic direct observation of fluent writers at work [p. 19].”
