The Process Approach to Writing--Revised


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This is a revision of the previously-posted presentation. Changes made were minor. Please comment so I could make it better or more appropriate next time. Thanks!

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The Process Approach to Writing--Revised

  1. 1. THE PROCESS APPROACH TO WRITING<br />Presented by:<br />Lucila F. Ambon<br />Mark Angelo S. Palomares<br />
  2. 2. SCOPE OF THE PRESENTATION<br />Theoretical Underpinning<br />The Approach<br />Role of the Teacher/Student<br />Strengths/Weaknesses<br />Application in the Classroom<br />
  3. 3. THEORETICAL UNDERPINNING<br />Merriwether (1997)<br />Writing is a process which involves several identifiable steps<br />Zamel (1987)<br />Writing is a complex cognitive behavior and a nonlinear process of discovery <br />
  4. 4. Jordan (1997)<br />Process writing evolved as a reaction to the product approach<br />Process theorists of the sixties and seventies<br />Writing is the result of a long, laborious, intensely personal process in which writers address several questions ranging from What do I write about? to Who is my audience? to How do I structure my essay? to What sort of language and voice should I use?<br />
  5. 5. (Goldstein and Carr 1996)<br />Process writing refers to a broad range of strategies that include pre-writing activities, such as defining audience, using a variety of resources, planning the writing, as well as drafting and revising. These activities, collectively referred to as process-oriented instruction, approach writing as problem-solving<br />
  6. 6. THE APPROACH<br />Concern: The process of how ideas are developed and formulated in writing. <br />Stages in the Process:<br />Prewriting (selecting a topic and planning what to say)<br />
  7. 7. Writing (putting a draught version on paper)<br />Revising (making changes to improve the writing)<br />Evaluation (assessment of the written work)<br />
  8. 8. ROLE OF THE TEACHER/STUDENT<br />Hillocks (1984)<br />The teacher’s role in the process model is to facilitate the writing process rather than to provide direct instruction (Teacher as the facilitator)<br />Students are given considerable freedom within the task<br />
  9. 9. STRENGTHS/WEAKNESSES<br />Strengths:<br />Encourages students to communicate their own written messages <br />Communication of the message is paramount and therefore the developing, but inaccurate attempts at handwriting, spelling, and grammar <br />
  10. 10. are accepted…These skills are further developed in individual and small group conference interviews<br />Writing moves naturally from invention to convention. Classmates and others, including the teacher, respond to drafts (Freeman and Freeman 2004)<br />
  11. 11. Weaknesses:<br />Could be time-consuming with large classes<br />Teachers may not have enough time to schedule individual writing conferences in large classes<br />Lots of grading for the teacher<br />Learners who are unused to process writing will view revision as a sign of failure <br />
  12. 12. APPLICATION IN THE CLASSROOM<br />Prewriting<br />Group brainstorming on a given topic (students work cooperatively and write down all the ideas that come to mind in connection with a topic)<br />Writing<br />Collaborative writing (students work together to write a previously agreed text) <br />
  13. 13. Revision<br />Peer editing (students exchange their first drafts of a text and point out changes which are needed to help the reader)<br />Whole class discussion of how a particular text might need adjustment according to the audience it is addressed to<br />
  14. 14. Evaluation<br />Negotiated feedback in which the learner decides the focus of the given evaluation<br />
  15. 15. REFERENCES <br />Mirhosseini, S. 2009 For our learn of english: Dialogue journal writing in EFL education, 24(1) 41<br />Mohammad, S. The best of two approaches: Process/genre approach to teaching writing. The English Teacher, 35:76-77<br />
  16. 16. Pritchard, R., & Honeycutt, R. Handbook of Writing Research. New York: Guilford Press<br />Simpson, A. A process approach to writing.<br />
  17. 17. Wikibooks. The practice of learning theories/process writing in the l2 classroom.<br />