Updating the process approach: The Process Approach Most research in writing pedagogy today concludes that the most effective way to teach writing is through a process approach. This approach assumes that a writer needs to be writing for authentic purposes in an extended process that includes prewriting, writing, revising, and editing--though these are done in a recursive manner rather than in discrete steps. As writers work through the writing process, they move through recursive steps that first emphasize fluency i.
Many of our students report that they've never written more than a single draft of a paper; most succeeded in high school without ever doing substantive revision.
The first time that they realize they need to change a thesis, incorporate new evidence, rewrite entire pages of material, reread course texts in order to write more substantive analyses--well, let's just say that these can be painful moments.
Work hard to make revision a normal, ongoing part of the course so that students become habitual revisers. Consider the following strategies: Editing Activities Editing should be viewed as the final stage of the writing process.
Place emphasis on the student's responsibility for editing. Research suggests that premature editing contributes to writer's block and squelches important opportunities for discovery and revision.
Focus on readability--errors matter most when they interfere with a reader's ability to make sense of the material. Pay most attention to repeated patterns of error, and make students responsible for studying these errors in the handbook or working with you or writing center tutors to correct them.
A word to the wise: Point them out, name them if you must--but don't try to fix each error that you see.
Here are some strategies:Staff credits: The people who made up the Writing Academic English, Fourth Edition, Answer Key team, representing editorial, production, design, and manufacturing, are: Christine Edmonds, Nancy Flaggman, Dana Klinek, Laura Lazzaretti, Laura Le Dréan, and Molly Sackler.
It is about the Process Approach to Writing, its Theoretical Underpinnings, etc This is a presentation I prepared for our class in the Teaching of Composition.
THE WRITING PROCESS: An Overview of Research on Teaching Writing as a Process conventions. Grammar instruction, or essentially “how the English language works,” was thought the writing process approach recognizes that there are many stages to writing and that these stages are fluid and overlapping (Bereiter & Scardamalia.
Here you'll find a brief introduction to each stage of the writing process (as it's commonly discussed in WAC literature), as well as a list of suggested activities that represent each stage.
writing (product-based, process-based and reader/genre-based) and examining whether English teachers at high school level in Korea have established their own but theoretical definitions of writing ability and what they look like, and.
Formal letters, for example, or postcards, in which the features are very fixed, would be perhaps more suited to a product-driven approach, in which focus on the layout, style, organisation and grammar could greatly help students in dealing with this type of writing task.