Morimoto Kazuhisa

This paper describes a theoretical analytical framework for teaching writing by focusing on Richard Fulkerson's and James Berlin's classifications of Writing Studies in the United States, with the question of how writing education can be classified and from what perspective. By examining the findings of Berlin's works in the 1980s, which had been overlooked in previous research, this paper modifies Fulkerson's analytical framework and provides a more valid framework. This study identifies a new analytical framework consisting of three views--axiology/epistemology, pedagogy, and assessment--and five perspectives--current-traditional rhetoric, cognitivism, expressionism, critical/cultural studies, and procedural rhetoric. This has resulted in the following improvements: (1) an analytical view on the politics of cognitivism is guaranteed; (2) the integration of the "process" into pedagogy makes the analytical view clearer; and (3) issues on axiology/epistemology and issues on evaluation theory can be examined separately.