What is the difference between learning to write in well-structured environments (classrooms) versus ill-structured environments

What is the difference between learning to write in well-structured environments (classrooms) versus ill-structured environments

1. Jonassen (2000) explained problem-solving skills include a social/historical/cultural representation of the problem and an individual\’s domain-specific knowledge and experience (p. 66). Given Jonassen\’s assertion here, what is the difference between learning to write in well-structured environments (classrooms) versus ill-structured environments (environments outside of classrooms)? For a genre you would teach in the classroom, what might representations of a writing problem or a writer\’s experiences look like? How do they differ from representations and experiences a learner would gain in settings outside the classroom? How can an instructor prepare learners to bridge that gap once they leave the classroom?

2. From cognitive and social perspectives, critique the writing process model of writing pedagogy. Compare/contrast Jonassen\’s model and social process model with the traditional writing process model (link to GCU’s writing process resource).  Is there even an identifiable process? Can writers learn a distinct process, given that writing and learning are contextual?  In other words, what is the disconnect between learning a “process” in a well-structured classroom context as opposed to learning in an ill-structured real-world context? What is it about real-world writing that is missing from the writing process model?