Causation: "the uniformity required by conduct codes causes disillusionment when outgrown and feelings of unfairness when applied to different groups"(255). Tabitha P.
Cognitive Strategy: Haswell writes, "Cognitive strategy is a 'configuration of tactics chosen or constructed from an array of available alternatives to address a particular kind of environmental negotiation'" (213). Cris R.
Cognitive Style: Haswell writes, "Cognitive style is 'the relatively stable, preferred configuration of tactics that a person tends to employ somewhat inflexibly in a wide range of environmental negotiations'" (213). Cris R.
Configuration of Tactics: defined by Haswell and Perry as "special writing strategies...that the employee slow writers display and that could benefit those apprentice writers who are blessed with the same disposition but are still saddled with troubles in appropriating it" (214-15) Nicholas S.
Emendation: "a correction or a change, as of a text" In his discussion of errors and mistakes, Haswell posits that "Sometimes students simply equate instruction in writing with emendation" (194). Deanna H.
Forward Revision: Haswell writes, "writers simply write in the revision as they proceed....Forward revision is also allied with techniques of speech, where changes have to be made incrementally, through repetitions, backtracking, and self-repairs"(222). Tabitha P.
Idiographic :in conscious opposition to the nomothetic procedure, many current developmentalists aim to show how we are all different. Their goal is to describe the unique combination of traits that distinguish each person, a pursuit aptly termed the idiographic (164)." Mary G.
Progressive Structures: or construction of postplaced "is the classic way of reducing memory load" (234). -Andrea P.
Transformative a developmental paradigm that describes both the nomothetic process of learning and the idiographic process of self-actualization. "The transformative embraces both Habermans and Gadamer" (165). "The transformative approach...will not resovle the writing teacher's bind concerning the question of style" (166) however Haswell believes that the approach does offer ways of handling issues involving style. Roxanne Lapointe,
Transformative Approach to Style: Haswell asserts: "Individuals create themselves. To understand a person completely, we would need to trace the road he or she has taken on one occasion after another. It is development we must study" (183). Haswell states how the transformative takes style as neither exclusively expressive nor exclusively ornamental, but inextricably both, as an immediate act of a person's ongoing and creative lifework. "Style" simply develops along with other aspects of that unique construction that is a changing person journeying through a changing world(183). Haswell goes on to claim that the style of students will transform the institutional and the individual voices into one voice, both intelligible and distinct---students are always in the act of rewriting the one( voice and style) that they already have (183). -Natalie C.
Undr: Haswell uses this term multiple times throughout Chapter 7 and the term is meant to mean "finding one's own voice" in order to create their own "song," as the story provided tells. With each student finding their own "Undr" they will be able to provide their own story of their own experiences and in their own voice. -Nick M.