Patricia Bizzell 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.[12] She discusses how the Flower and Hayes model relies on what is called the process of "translating ideas into visible language."[12] This process occurs when students "treat written English as a set of containers into which we pour meaning."[12] 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.[12] She argues, "Writing does not so much contribute to thinking as provide an occasion for thinking."[12]