Writing is not linear, but recursive; it is an iterative process. The parts inform the whole, and the whole informs the parts, which is to say, as a writer’s understanding of the whole (the idea, the significance, the meaning) evolves, so does their understanding (and execution) of the parts. Dynamic, cohesive, and powerful writing demands a constant revisiting and refining of the parts (words, sentences, paragraphs, sections, claims, conclusions, analysis) to suit the whole (the complete paper).

Centering students as dynamic thinkers in the classroom and as recursive writers in their workflow requires a pedagogical emphasis on iteration—on the discussions, pre-writing, drafting, peer review, and revision that collectively carry a sustained idea into being.