text generation process for at leas

text generation process for at least three reasons. First, they are overwhelmed by the demands of
text transcription (Graham, 1990; Graham et al., 1998; McCutchen, 1988, 1996). Second, they
possess impoverished and poorly organized topic and genre knowledge to use in planning
activities (e.g., Englert & Raphael, 1988; Graham, 1990; Graham & Harris, 1989; Lin, Monroe,
& Troia, in press; Nodine, Barenbaum, & Newcomer, 1985; Saddler & Graham, in press;
Thomas et al., 1987). Third, they are frequently asked to complete writing assignments that do
not necessitate overt planning of content because the tasks entail a familiar genre and common
format (Scardamalia & Bereiter, 1986).
Revising