Flower/Hayes and Discovery

In their article "The Cognition of Discovery: Defining a Rhetorical Problem," Flower and Hayes explain the methods of a study they conducted. They define the term discovery by stating, "writers don't find meanings, they make them" (467). This is an important distinction that seems to typically be misunderstood by many students. After giving the writers an assignment, the participants were "asked to compose out loud into a tape recorder as he or she worked" (469). The two main groups  being studied were categorized as "novice" and "expert" writers. However, throughout the article, they were referred to as "good" and "poor" writers. At the end of the article, Flower and Hayes explain, "If we can teach students to explore and define their own problems, even within the constraints of an assignment, we can help them to create inspiration instead of wait for it" (477). I wonder how I can help encourage this perspective in my students.

After I assign a paper to my students, I often wonder how they will get started. How do they select a topic? This is where finding meanings versus making meanings becomes relevant. Each students needs to decide what would make an important topic for their paper. How should we be encouraging them at this point?

When starting a new unit, I initially spend some time in class going through the assignment sheet and grading rubric. At that time, I hope the students begin to understand the "rhetorical situation." After that, I sometimes ask the students to participate in short brainstorming sessions. However, I think these sessions often make it seem like a topic can be found and selected from a list without specific reasons. Maybe I should add a step to the brainstorming process that asks students to reflect on the importance behind some of their options.

Then, once the students start writing, we need to consider how they view their purpose. Throughout the writing process, the reason for writing the paper should be understood by the students. In their study, Flower and Hayes viewed some major differences between the "good" and "poor" writers. For example, the good writers seemed to consider audience while the poor writers "seemed tied to their topic" (473). Although the audience is mentioned when the assignment is introduced, why does it get pushed aside when novice writers start writing?

Additionally, Flower and Hayes explain that the writers' observed purpose impacts their own voices as writers and the meaning they create. Overall, we need to be conscious of the differences with our own students who fall into the "novice" category in the article and attempt to encourage further exploration of their own writing.