This article proposes that two processes are involved in the generation of content during writing: (a) an active, knowledge-constituting process in which content is synthesized by constraints within semantic memory representing the implicit structure of the writer’s understanding, and (b) a reflective, knowledge-transforming process in which content retrieved from episodic memory is manipulated in working memory to satisfy rhetorical goals. It suggests that, although both processes are required for effective writing, the contrasting nature of the implicit organization guiding the constitution of the writer’s understanding and the explicit organization required to satisfy rhetorical goals is the source of a fundamental conflict in writing. The article starts by relating the processes to current models of writing. It outlines how they are combined in a dual-process model and discusses evidence for the model. The article concludes with a discussion of the implications for writing research and the teaching and development of writing.

中文翻译：

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写作作品：突飞猛进

本文提出写作过程中内容的生成涉及两个过程：（a）一个活跃的知识构成过程，其中内容是通过语义记忆中的约束来合成的，这些约束表示作者理解的隐式结构，（b）反思性知识转换过程，其中从情节记忆中检索的内容在工作记忆中得到处理，以满足修辞目标。它表明，尽管两个过程都是有效写作所必需的，但指导作家的理解结构的隐式组织与满足修辞目的所需的显式组织的对比性质是写作中根本冲突的根源。本文首先将流程与当前的写作模型相关联。它概述了如何将它们组合在双流程模型中，并讨论了该模型的证据。本文最后讨论了写作研究以及写作的教学和发展的意义。