A Review and Evaluation of Prominent Theories of Writing

Abstract

Theoretical frameworks bring order to phenomena and provide a context for both research and practice. However, it has only been in the last four decades that theoretical frameworks have guided writing research. Before the 1980s, writing research focused more on mechanics and grammar than on cognitive thought processes related to writing. During the mid-1990s, theories shifted to a more sociocultural view of writing. Therefore, the purpose of this study was to apply theory evaluation criteria to theories of writing to review and evaluate their use and applicability in modern-day writing research. A literature review yielded three theories consistent across publications: cognitive process theory of writing, social cognitive theory of writing, and sociocultural theory of writing. The theories were reviewed and evaluated using accuracy, consistency, fruitfulness, simplicity/complexity, scope, acceptability, and sociocultural utility. Since the 1980s, writing researchers have modif ied theories to define writing ideas, concepts, and relationships. Cognitive processes should also be included in writing theories because of their importance in knowledge construction. Of the three theories that were reviewed and evaluated, the social cognitive theory of writing was the most complete. Its structure included society's influence on writing and the cognitive processes involved in writing development. Each writing theory brought a unique perspective to writing research, but Flower's theory was a complete theory that incorporated an in-depth look at writing as a product of cognitive processes situated within society. However, more research needs to be done on its applicability in agricultural communications research and practice.

An Examination of Student Development Theory in the Context of Writing Instruction

“…Writing instruction and research transitioned from grammar and mechanics in the pre-1970s era (Foster, 1983;Nystrand, 2006;Rose, 1985) to cognitive ability in the 1960s and 1970s and then to social concepts in the late 1980s and 1990s (Leggette, Rutherford, Dunsford, & Costello, 2015b;Nystrand). Early research agendas shifted the lines of inquiry from understanding writing to writing issues, evidence, audience, conclusion, principles, and discourse (Nystrand).…”

Examining the role of feedback on agricultural communications students’ writing self-efficacy and self-determined motivation

“…Since then, researchers have developed several theoretical and conceptual frameworks related to writing and have shifted from a focus on mechanical errors and basic composition to a broader investigation of the various contexts in which writing is situated, including the cognitive processes and social and cultural influences involved (Prior, 2006). As a result, writing research has become more holistic and encompasses the conditions in which writing occurs rather than concentrating on a writer's ability to compose good text (Leggette, Rutherford, Dunsford & Costello, 2015).…”

“…This dependence on other fields of interest has resulted in a community of scholarship lacking focus, rigor, and an integrated theoretical foundation. Additionally, because popular theories used within the agricultural communications discipline, such as uses and gratifications theory and gatekeeping theory (Evans, 2006), are not oriented within the writing research paradigm, few research studies consider the theoretical underpinnings of writing development or inform the profession how to teach writing (Leggette, Rutherford, et al, 2015). Furthermore, in a quantitative content analysis of the theories and models used in agricultural communications research, Baker and King (2016) concluded that a majority of studies rarely test or build upon existing theories.…”

“…In an effort to identify applicable writing theories for modern-day writing research, Leggette and Rutherford et al (2015) conducted a comprehensive review and evaluation of prominent theories of writing. Three theories emerged as a result of the analysis including cognitive process theory, social cognitive theory, and sociocultural theory.…”

“…Of the three theories described, social cognitive theory was found to be the most complete because it considered the various complexities involved in the writing process, including cognitive and environmental factors. However, each theory brings a unique perspective to writing research and has the potential to advance agricultural communications research and practice (Leggette, Rutherford, et al, 2015).…”