This document outlines the writing process project approach for teaching writing to English language learners. It describes the five phases of the writing process: prewriting, drafting, revising, editing, and publishing. During prewriting, students brainstorm ideas in groups and create outlines. In drafting, they write initial versions and provide peer feedback. Revising involves reworking based on this feedback. Editing focuses on mechanics. Finally, publishing shares the final products. Using this collaborative process breaks writing into manageable parts and strengthens language skills through peer interactions and feedback.

1. An Overview of The
Writing Process
Project
Georgetown University Center for Language Education and
Development

2. What is a Writing
Process Project?
• A writing process project is a
cooperative effort among students in
groups or pairs in which they give
each other feedback at each stage of
the writing process.
Georgetown University Center
for Language Education and

3. How does writing process help
English language learners?
• Because the process approach to
teaching writing breaks the complex
process of composing into small
parts, it assists language learners
and others with managing the task of
writing.
Georgetown University Center
for Language Education and

4. How does writing process help
English language learners?
• Also, because students are using academic English
to give each other feedback, they are
strengthening their speaking and listening skills as
well as their overall language competency related
to their writing topic.
Georgetown University Center for Language Education and
Development

5. What are the steps in
Process Writing?
• Five phases of writing:
• 1) Prewriting
• 2) Drafting
• 3) Revising
• 4) Editing
• 5) Publishing
Georgetown University Center for Language Education and
Development

6. 1) Prewriting
• Prewriting is the phase when a writer
works to establish a topic and gather
information concerning the topic.
• In prewriting a writer may discuss
ideas with a partner, make a cluster
or simply brainstorm some ideas.
Georgetown University Center for Language Education and
Development

7. 1) Prewriting: Topic
• The teacher should provide a topic such as “my
favorite holiday” or another appropriate prompt.
• There are a wide variety of topics appropriate for
different levels of English learners, from
descriptive writing to persuasive.
Georgetown University Center for Language Education and
Development

8. 1) Prewriting: Brainstorming
• Brainstorm ideas with a partner or
small group and receive feedback.
Georgetown University Center
for Language Education and

9. 1) Prewriting: Outlines
• After the brainstorming
session, students should make an
outline, which will also be shared with
the group or partner for feedback.
Georgetown University Center
for Language Education and

10. 2) Drafting
• Students should write a first
draft, following the outline that organized
their initial ideas.
Georgetown University Center for Language Education and
Development

11. Drafting – Feedback
• Students share their drafts, first sharing
any special questions or concerns, by
reading aloud to their partner or group.
• Other group members provide feedback
and suggestions.
Georgetown University Center for Language Education and
Development

12. 3) Revising
• After the first draft is shared, the group
or partner should help the writer to revise
his work.
• Revision is the phase when a writer works
to make sure the message is as clear as
possible, rearranging ideas and perhaps
changing words and sentences.
•
Georgetown University Center for Language Education and
Development

13. 3) Revising
• Of course the teacher will have to
help the class decide what the
components are of a good
essay/story/poem/paragraph or
whatever the focus of the task is.
• This should help students provide
meaningful feedback.
Georgetown University Center
for Language Education and

14. 4) Editing
• After students have prepared a second
draft based on the revision stage, the
next step is to EDIT the work.
• The editing phase is dedicated to
correcting mechanics, spelling, and
punctuation.
Georgetown University Center for Language Education and
Development

15. 4) Editing
• In their groups/pairs, students share
(revised) stories for feedback on
mechanics appropriate to their level.
• Students edit their work based on
the feedback they receive.
Georgetown University Center
for Language Education and

16. 4) Editing
• The editing stage is another
opportunity for the teacher to
review grammar and mechanics.
Georgetown University Center
for Language Education and

17. 5) Publishing
• Finally, in the publishing phase, the writer
shares the final product with others.
• Class publication provides group
motivation, and can be part of the class
collaborative discussion.
Georgetown University Center for Language Education and
Development

18. 5) Publishing
• Publishing can be as simple as posting
the papers in the hallway or
collecting them to make a “book”.
• Papers could be published on the
internet.
Georgetown University Center
for Language Education and

19. Can the writing process
work with a large class?
• Yes – it works well. The teacher must
be available and circulate to oversee
group work and assist.
Georgetown University Center
for Language Education and

20. Writing process and
timing
• Meeting only weekly with students is
an advantage in this model because
students have plenty of time to
complete their assigned writing or
editing between sessions.
Georgetown University Center
for Language Education and

21. What other advantages and
disadvantages do you see?
Class Discussion….
Georgetown University Center
for Language Education and