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Cognitive science and linguistic theory have played an important role in providing empirical research into the writing process and serving the teaching of composition. As for composition theories, there is some dispute concerning the appropriateness of tying these two schools of thought together into one theory of composition.
A writing process is a set of mental and physical steps that someone takes to create any type of text. Almost always, these activities require inscription equipment, either digital or physical: chisels, pencils, brushes, chalk, dyes, keyboards, touchscreens, etc.; each of these tools has unique affordances that influence writers' workflows. [1]
The roots of cognitive linguistics are in Noam Chomsky's 1959 critical review of B. F. Skinner's Verbal Behavior.Chomsky's rejection of behavioural psychology and his subsequent anti-behaviourist activity helped bring about a shift of focus from empiricism to mentalism in psychology under the new concepts of cognitive psychology and cognitive science.
Building upon cognitive theories of transactional and experiential learning by John Dewey and Jean Piaget, Emig's contribution to cognitive rhetoric is her differentiation between speech acts and writing acts. Because speaking and writing are different ways of performing linguistic functions, Emig argues that the process of speaking and the ...
The process theory of composition (hereafter referred to as "process") is a field of composition studies that focuses on writing as a process rather than a product. Based on Janet Emig's breakdown of the writing process, [1] the process is centered on the idea that students determine the content of the course by exploring the craft of writing using their own interests, language, techniques ...
Studies show that writing complex sentences can compromise fluency and coherence, as increased working memory demands make balancing retention and structure more difficult. [28] These findings emphasize that writing is a layered cognitive process, with cognitive load increasing alongside linguistic complexity.
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For example, underdevelopment of long-term memory, which is in the lower "resource level" of cognitive strata, can then be linked to underdeveloped motor planning for hand-writing individual letters, which bottleneck higher-order cognitive processes such as sentence structure and other critical thinking. [23]