Cognitive science and linguistic theory have played an important role in providing empirical research into the writing process and serving the teaching of composition.
However, their empirical basis for research and ties to the process theory of composition and cognitive science can be thought to warrant some connection.
[2] Scholars, such as Janet Emig, Patrick Hartwell, Martha J. Kolln, Robert Funk, Stephen Witte, and Lester Faigley continued this line of thought around the same time that a cognitive theory of composition was being developed by Flower and Hayes.
Stephen Witte and Lester Faigley[4] utilized detailed syntactic analysis to redefine the importance of cohesion and coherence in judging writing quality.
Liz Hamp-Lyons' research in ESL/EFL writing assessment is valuable in informing ESL composition pedagogy.