ideas are formed. The rhetorical situation is further split into the purpose of the writing, and who will be reading it. The writer's own goals are split into how the reader is affected, the persona the writer uses, the meaning the writer can create, and implementation of writing conventions. They came to three results from their study, which suggests that good writers envelop the three following characteristics when solving their rhetorical problems: Good writers respond to all of the rhetorical problems Good writers build their problem representation by creating a particularly rich network of goals for affecting a reader; and Good writers represent the problem not only in more breadth but in more depth. Flower and Hayes suggest that composition instructors need to consider showing students how "to explore and define their own problems, even within the constraints of an assignment". They believe that "writers discover what they want to do by insistently, energetically exploring the entire problem before them and building for themselves a unique image of the problem they want to solve." Historical approaches to composition and process A historical response to process is concerned primarily with the manner in which writing has been shaped and governed by historical and social forces. These forces are dynamic and contextual, and therefore render any static iteration of process unlikely. Notable scholars that have conducted this type of inquiry include media theorists such as Marshall McLuhan, Walter Ong, Gregory Ulmer, and Cynthia Selfe. Much of McLuhan's work, for example, centered around the impact of written language on oral cultures, degrees to which various media are accessible and interactive, and the ways in which electronic media determine communication patterns. His evaluation of technology as a shaper of human societies and psyches indicates a strong connection between historical forces and literacy practices. Criticism of cognitive model Patricia Bizzell ( a professor with a PhD in English and former president of Rhetoric Society of America) argues that even though educators may have an understanding of "how" the writing process occurs, educators shouldn't assume that this knowledge can answer the question "about 'why' the writer makes certain choices in certain situations", since writing is always situated within a discourse community. She discusses how the Flower and Hayes model relies on what is called the process of "translating ideas into visible language". This process occurs when students "treat written English as a set of containers into