which we pour meaning". Bizzell contends that this process "remains the emptiest box" in the cognitive process model, since it de-contextualizes the original context of the written text, negating the original. She argues, "Writing does not so much contribute to thinking as provide an occasion for thinking." Social model of writing process "The aim of collaborative learning helps students to find more control in their learning situation. The social model of writing relies on the relationship between the writers and readers for the purpose of creating meaning. "Writers seldom write exactly what they mean and readers seldom interpret a writer's words exactly as the writer intended." Even grammar has a social turn in writing: "It may be that to fully account for the contempt that some errors of usage arouse, we will have to understand better than we do the relationship between language, order, and those deep psychic forces that perceived linguistic violations seem to arouse in otherwise amiable people". So one can't simply say a thing is right or wrong. There is a difference of degrees attributed to social forces. Expressivist process theory of writing According to the expressivist theory, the process of writing is centered on the writer's transformation. This involves the writer changing in the sense that voice and identity are established and the writer has a sense of his or her self. Writing is a process used to create meaning, according to expressivist pedagogy. An author’s sense of self is emphasized for bringing social change. This theory became popular in the late 1960s and early 1970s. According to Richard Fulkerson's article "Four Philosophies of Composition", the focus of expressivism is for writers to have "... an interesting, credible, honest, and personal voice". Moreover, proponents of the expressivist process view this theory as a way for students to become fulfilled and healthy both emotionally and mentally. Those who teach this process often focus on journaling and other classroom activities to focus on student self-discovery and at times, low-stakes writing. Prominent figures in the field include John Dixon, Ken Macrorie, Lou Kelly, Donald C. Stewart and Peter Elbow. Autistic autobiographies As appealing as document sharing may be for students with autism in particular, being able to contextualize one's life story in the context of their disability may prove the most powerful expression of the writing process overall. Rose illustrates that creating narrative identity in a conventional sense is