On Lindemann and Prewriting

I'll be honest and say I took a few issues with the prewriting exercises that Lindemann posits in the seventh chapter of her book, as well as some of her comments on those exercises. First, while it may seem like reading into it too much, I have personally have a hard time agreeing with someone who calls brainstorming "unstructured," then a few sentences later begins her sentence with "As a rule" (112). I understand what she is trying to get at, but I still feel that with brainstorming you really shouldn't have to worry about trying to organize and structure the thoughts.
We discussed this somewhat in class, but I was also annoyed that Lindemann veers away from the initial purpose Elbow and Macrorie had when they developed the concept, namely fluency. Despite the fact that she advocates not grading the freewriting, she still emphasizes the product made through the process. That brings me to what ultimately disappointed me about this chapter, and that is the fact that Lindemann only points out two real methods of prewriting. I have to think that there are more options than two when we are teaching our students how to prewrite. If clustering and freewriting (and formal outlines) are the only options, then I have to somewhat agree with Cathy's student asking why do prewriting.