Writing is a problem-solving activity

Writing is an interactive, flexible flow between “outer” matters (the reason for writing, also referred to as the task environment) and “inner” mechanisms (short-term, working and long-term memory). The flow facilitates all aspects of the writing process, from identifying the audience to proofreading the final document. This flow applies to any writing situation, from grocery lists to newspaper articles to Ph.D. dissertations to Pulitzer-prize winning poems. Writing is, in fact, a problem-solving activity.

First, the reason for the writing (assignment/problem to be solved) is initiated. This begins the flow back and forth from the outside task and inner memory to ultimately produce the final result. To illustrate, look at how the flow works to create a grocery list:

• "Oops, out of milk. What else are we out of?" The reason is initiated and the problem is identified. "Where’s that notepad? Okay, milk . . . dog food . . . bottle of Shiraz, oh, better make that two bottles ..." The audience—the family unit—is identified, information is exchanged between memory and outer matters to determine what is needed to solve the problem. The final result—a grocery list—is produced. Note the photo of the family unit.

This same process is used regardless of the complexity of the task environment. Another example:

• "Hi, this is your editor. We need an article for the business section on that new gourmet pet food shop. Can you get it to me by Wednesday?" The reason is initiated. The task environment shifts through short-term memory to working memory and long-term memory as you remember facts from a previous interview with another doggie gourmet store, as well as data on pet nutrition learned from the vet. The writing flows back and forth between the task environment and memory as information is collected and retrieved to produce results in the form of interview notes, first draft, second draft, final draft, and published copy.

The working memory component and long-term memory are constantly pitching in to help with prior knowledge, automated writing skills, etc. Memory helps with:

• Planning by generating organizational methods and setting goals (outline, write phone number and address of Doggie Delites, be sure camera batteries are charged, deadline of Wednesday means interim goals for interview, research and drafts).
• Translating into word forms so you can write (creating a word document from scribbled interview notes, remembering to save the draft, keying additional information, etc.)
• Reviewing by using skills stored in your memory for reading and editing the document (does it make sense? Does the first paragraph have a good “hook”? Is "gustatory" spelled correctly?)

Your brain helps you create the article by exchanging information and dredging up learned skills from your short-term, working and long-term memory. After the result is complete (in other words, the problem is solved), the working memory moves the information into long-term storage, and you are ready for the next assignment/problem to solve.