The process approach treats all writing as a creative act which requires time and positive feedback to be done well. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself.
Why should teachers be interested in a process approach to writing?
White and Arntd say that focusing on language errors ‘improves neither grammatical accuracy nor writing fluency’ and they suggest instead that paying attention to what the students say will show an improvement in writing.
But I must explain to you how all this mistaken idea of denouncing pleasure and praising pain was born and I will give you a complete account of the system, and expound the actual teachings of the great explorer of the truth, the master-builder of human happiness.
Research also shows that feedback is more useful between drafts, not when it is done at the end of the task after the students hand in their composition to be marked. Corrections written on compositions returned to the student after the process has finished seem to do little to improve student writing.
The changing roles of teacher and students
The teacher needs to move away from being a marker to a reader, responding to the content of student writing more than the form. Students should be encouraged to think about audience: Who is the writing for? What does this reader need to know? Students also need to realise that what they put down on paper can be changed: Things can be deleted, added, restructured, reorganised, etc.
What stages are there in a process approach to writing?
Although there are many ways of approaching process writing, it can be broken down into three stages:
“But I must explain to you how all this mistaken idea of denouncing pleasure and praising pain was born and I will give you a complete account of the system, and expound the actual teachings of the great explorer of the truth, the master-builder of human happiness.
An Additional Point
Pre-writing
The teacher needs to stimulate students’ creativity, to get them thinking how to approach a writing topic. In this stage, the most important thing is the flow of ideas, and it is not always necessary that students actually produce much (if any) written work. If they do, then the teacher can contribute with advice on how to improve their initial ideas.
Focusing ideas
During this stage, students write without much attention to the accuracy of their work or the organisation. The most important feature is meaning. Here, the teacher (or other students) should concentrate on the content
of the writing. Is it coherent? Is there anything missing? Anything extra?
Scource : Unflash
Evaluating, structuring and editing
Now the writing is adapted to a readership. Students should focus more on form and on producing a finished piece of work. The teacher can help with error correction and give organisational advice.
Classroom activities
Here are some ideas for classroom activities related to the stages above:
Pre-writing
Evaluating, structuring and editing
Now the writing is adapted to a readership. Students should focus more on form and on producing a finished piece of work. The teacher can help with error correction and give organisational advice.
Classroom activities
Here are some ideas for classroom activities related to the stages above:
“But I must explain to you how all this mistaken idea of denouncing pleasure and praising pain was born and I will give you a complete account of the system, and expound the actual teachings of the great explorer of the truth, the master-builder of human happiness.
