Every invitation to write is, or can be, an invitation to think, to reflect, and to learn. The elements of any writing task—the topic, the audience, the occasion, the purpose—interact to construct a unique intellectual and social opportunity. Over the past three decades, there have been dramatic developments in the study and teaching of writing. Theorists, researchers, and teachers have created a complex and detailed account of writing by drawing on a rich variety of sources, including the classical rhetorical traditions of Greece and Rome, contemporary studies of cognition, the sociology of knowledge, academic and workplace writing, new literacy theories, the digital revolution, and the day-to-day work of classroom teachers. The result is a body of knowledge about writing that has profound practical and pedagogical implications for teaching, thinking, and learning across the curriculum.

Researchers should cite this work as follows:

• Paré, A., (2025), "What we know about writing, and why it matters", HSSCommons: (DOI: )

  Copy Citation | Export metadata as... | JSON | CSV | RO-Crate | BibTex | EndNote

1. Canadian Writing Studies
2. rhetorical genre studies
3. writing pedagogy
4. writing studies

This item was originally published online via "Compendium 2: Writing, Teaching, and Learning in the University" but has since disappeared. Uploaded to ensure longevity. See original citation below.