At the same time, context as much as audience must be fictionalized as writers must project whether or not a particular writing style is appropriate or fitting. It has been my experience that students do, indeed, benefit from viewing writing as a process. By not focusing on the end product right from the beginning, I believe my students have felt more comfortable with simply getting the pen on the blank page or the fingers on the computer keys. The study of Rhetoric and Writing has clearly led me to investigations of rhetorical invention. This discovery does not simply take place at one point in the early stages of a writing project.
Discovery takes place throughout the composing process.
Process pedagogy, then, for me is non-linear. Indeed, as a teacher I do have several literacy models from which to choose. Theorists and practitioners have devoted works and lifetimes of study along the lines of various literacy models, and it is for this reason that conversations surrounding literacy and its various forms are often as elaborate as they are debated. Of greatest interest to me is that all of these literacy models have roots in the technology of the printed page. Perhaps we should add to this list an electronic literacy model, one which features computer technology and the ways our students are learning to read and write in this late age of print.