The Need for Theory in Composition Research.

摘要: tioned in large part by two major concerns: (1) a concern with problems of application (teaching methodologies) rather than theory and (2) the composing process as series discrete, temporal stages. Both concerns, I want to argue, are misdirected, they not only have had, many cases, harmful effect upon how we teach composition but also distorted our understanding process. will use case revision an example artificial segmentation into stages has created perceptual boundaries for teachers researchers re-