Part A - Synthesis and Analysis Kimberly Nelson, author of the chapter, "The Great Conversation (of the Dining Hall): One Student's Experience of College-Level Writing,"  from the book "What is College-Level Writing?," describes the transition from high-school writing to college-level writing with her personal experiences. Although Nelson expresses the importance of, "reflective thinking  in the writing process, she strongly conveys that feedback and constructive criticism are essential to successful writing, which is her connection to the idea that writing is a social process. Nelson's "desire for validation  from her professor was the driving force behind seeing writing as a social process. She started off small with consulting with her mother, whom happened to be a teacher, about her issues she was having about the paper. Her mother offered to proofread the paper, and in turn her mother generated ideas and strategies for Lindemann to improve her writing. Her mother boosted her confidence to push the envelope, and encouraged her, saying, "You have got to take the risks if you want the reward.  Thereafter, Nelson began to utilize the opinions of others and eventually created a writer's workshop at her college. She soon became to realize that her peers ideas and comments made her writing improve. In the chapter, "What Does the Process Involve?  from the book, A Rhetoric for Writing Teachers, Erika Lindemann states that it is practical to have someone proofread your writing and, "However critical another's responses may be, it nevertheless suggests sources of confusion, undeveloped ideas, vague language, and alternatives for improving the piece.  Lindemann uses the workshop method after she leaves the piece of writing alone for a few days, then she utilizes the proofreader's comments to, "find her real message." Lindemann explains four different perspectives on invention as seen through the eyes of Karen Burke Lefebvre. Le