Some have linked this three-stage process to the five canons of rhetoric: pre-writing to invention and arrangement, writing to style, and revising to delivery and sometimes memory. Even today, much "process-based" teaching has continued to broadly conceptualize writing processes along these three phases. According to Rohman, writing begins "at the point where the 'writing idea' is ready for the words and the page". Gordon Rohman as the "sort of 'thinking' precedes writing" and the "activity of mind which brings forth and develops ideas, plans, designs". For example, pre-writing was defined by Project English experimental researcher D. These categories were theorized more fully in subsequent scholarship. Within a decade, Maxine Hairston was to observe that the teaching of writing had undergone a "paradigm shift" in moving from a focus on written products to writing processes. Though Murray was not alone in advocating process-based instruction, this manifesto is regarded as a landmark articulation of the differences between process and product orientations in the teaching of writing. Teachers, he explained, ought to focus less on correcting students' written products and focus more on involving students in "discovery through language", which Murray believed for "most writers most of the time" involved a process: i.e., stages of "pre-writing, writing and rewriting". Murray published a brief manifesto titled "Teach Writing as a Process Not Product", in which he argued that English teachers' conventional training in literary criticism caused them to hold students' work to unhelpful standards of highly polished "finished writing". Historical and contemporary perspectives 2.4 Historical approaches to composition and process.2.3 Expressivist process theory of writing.2.1 Cognitive process theory of writing (Flower–Hayes model).1 Historical and contemporary perspectives.
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