factor in capturing an audience. In addressing the complexities of voice in writing, Murray noted the following elements as important to developing a writer's voice: revealing specifics, the word, the phrase, the beat, and the point of view. He encourages writers to write with their readers as new stories are composed. To demonstrate this, he provides examples of his own writing and along with that, writes what the reader might think or say in response. He then discusses, briefly, researching certain topics to strengthen the ethos of the writer. Murray encouraged the writer to embrace and not fear self-exposure. "In effective writing and, especially in personal-essay writing, the author exposes himself or herself, revealing thoughts and feelings that the reader had also experienced but may have denied…and that is the strength of many essays. It is, however, a problem for the writer who is usually uncomfortable about this exposure". Style and approach to writing Murray's approach to writing relies on the concept of unfinished writing. Murray believes writing should be a process, not just a product, therefore it should never be finished. This approach involves teachers allowing their students to be in the driver's seat during the writing process; the student discovers where they want the paper to go before the teacher begins to correct or edit any writing. In this approach, the student explores their writing as a process that is constantly growing and never quite finished, empowering them to become more independent writers. Murray preaches the importance of discovery in writing to learn more about the world around you. Murray also advised "to be patient, and wait and wait and wait". Many have called Murray's approach to writing "writing-as-problem-solving". Murray’s theory of the writing process requires thoughtful, recursive revision. In 1981, he wrote that revision “is not just clarifying meaning, it is discovering meaning and clarifying it while it is being discovered.” To achieve these ends, Murray argued that the writer must “go back again and again and again to consider what the writing means and if the writer can accept, document, and communicate that meaning. In other words, writing is not what the writer does after the thinking is done; writing is thinking.” Murray also believed it was essential that students care about their academic writing, to ensure their writing would be meaningful. he also implored teachers to allow their students to write about topics other than