Models of Intellectual Development and Writing: A Response to Myra Kogen et al.

Abstract

cognitive theory; grammar; linguistics, including text analysis, error descriptions, and cohesion studies; English as a second language; and assessment and evaluation.We publish observational studies as well as theoretical discussions on relationships between basic writing and reading, or the study of literature, or speech, or listening; crossdisciplinary insights for basic writing from psychology, sociology, anthropology, journalism, biology, or art; the uses and misuses of technology for basic writing; and the like.The term "basic writer" is used with wide diversity today, sometimes referring to a student from a highly oral tradition with little experience in writing academic discourse, and sometimes referring to a student whose academic writing is fluent but otherwise deficient.To help readers, therefore, authors should describe clearly the student population which they are discussing.We particularly encourage a variety of manuscripts: speculative discussions which venture fresh interpretations; essays which draw heavily on student writing as supportive evidence for new observations; research reports, written in nontechnical language, which offer observations previously unknown or unsubstantiated; collaborative writings which provocatively debate more than one side of a central controversy; and teaching logs which trace the