1. In Tobin's work, he references Elbow's Writing with Power which notes the distinction and arguably the conflict between creating and criticizing. How might these two skills be at odds with one another? Is there a time when these processes work hand in hand rather than being in conflict with one another?
2. Tobin notes (p. 11) that as process approaches to pedagogy gained prominence, they fell victim to the regimentation of the preprocess approaches that came before them. Is it possible to form a theory of teaching writing that does not become so regimented? If so, how? Is this regimentation a natural bi-product of the process by which we disseminate information?
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