Linda Flower (born March 3, 1944, in Wichita) is a composition theorist. She is best known for her emphasis on cognitive rhetoric, but has more recently published in the field of service learning.[1] Flower currently serves Carnegie Mellon University as a professor of rhetoric.[1]

Biography

Flower graduated with a doctorate degree from Rutgers University.[1] Her dissertation was on Charles Dickens.[2] Teaching professional writing to business students at Carnegie Mellon University inspired Flower to study more about problem-solving.[2][3] While studying linguistics, rhetoric, and psycholinguistics, Flower connected with John Richard Hayes, a cognitive psychologist also working at Carnegie Mellon.[2][3] Flower and Hayes became frequent collaborators. They used think-aloud protocols to learn more about how writers problem-solve during writing tasks.[4][3] Together, they developed a cognitive model of the writing process.[5] This model prompted discussions of cognitive rhetoric and its role with social constructivism and meaning making processes, including critiques from Patricia Bizzell and Martin Nystrand.[6][7][8]

Flower went on to serve in multiple roles promoting the study of writing. She served as co-director of the Center for the Study of Writing at the Carnegie Mellon.[1] She also served on the Making Thinking Visible Project and developed Pittsburgh's Community Literacy Center.[3][1]

Works

Independent works

Collaborative works

References

  1. ^ a b c d e University, Carnegie Mellon. "Linda Flower - Department of English - Dietrich College of Humanities and Social Sciences - Carnegie Mellon University". www.cmu.edu. Retrieved 2020-12-18.
  2. ^ a b c "Interview with Linda Flower at FSU" (PDF).
  3. ^ a b c d Wilson, Jill (1991). "An Interview with Linda Flower: Helping Writers Build Mansions with More Rooms". Writing on the Edge. 3 (1): 9–22. ISSN 1064-6051.
  4. ^ Heller, Carol (1991). "An Interview with Linda Flower" (PDF). The Quarterly of the National Writing Project and Center for the Study of Writing and Literacy. 13 (1): 3–5, 28–30.
  5. ^ Flower, Linda; Hayes, John R. (1981). "A Cognitive Process Theory of Writing". College Composition and Communication. 32 (4): 365–387. doi:10.2307/356600. ISSN 0010-096X.
  6. ^ Bizzell, Patricia (1992). Academic Discourse and Critical Consciousness. University of Pittsburgh Press. doi:10.2307/j.ctt7zwb7k.7. ISBN 978-0-8229-5485-9.
  7. ^ Nystrand, Martin (1982). What writers know: the language, process, and structure of written discourse. Academic Press.
  8. ^ Hayes, John R. (2017-10-30), Portanova, Patricia; Rifenburg, J. Michael; Roen, Duane (eds.), "Foreword. Are Cognitive Studies in Writing Really Pass?", Contemporary Perspectives on Cognition and Writing, The WAC Clearinghouse; University Press of Colorado, pp. vii–xv, doi:10.37514/per-b.2017.0032.1.2, ISBN 978-1-64215-003-2, retrieved 2022-08-10
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