The document discusses process writing and its importance for composition success. It summarizes key aspects of the writing process such as planning, organizing, drafting, revising and editing. Process writing models are presented including Flower and Hayes' cognitive process theory of writing. Research on elementary school writing processes is discussed emphasizing the importance of viewing writing as a problem-solving process and providing student choice, feedback and opportunities to write for different audiences.

1. Process Writing
for Composition Success
by Susan Joyce Du Bosque &
Gabriela Gaione Catepón

2. About us and the topic we
chose:
 Susan Joyce, American, published author-book
writer, publisher for
“ Information
+ Imagination
_______________________
GREAT CREATION”
 Gabriela Gaione, Uruguayan, EFL teacher, amateur
writer
 “Writing comes from the soul”

4. Why improve writing in EFL?
 Evidence indicates that Ss are not getting good results
in the writing skill- hence INSPECCIÓN de INGLÉS
suggested this topic was critical this year
 It is a requirement in all EFL syllabi
 It is an academic and social need
 It is a market labor need
 It is an integral part of a whole education

5. A bit of history: The Rise of Literacy-
 Domination of history over myth
 The distinction between the natural and the supernatural
 Ability to store and access greater amounts of knowledge
 The creation of abstract logical deduction
 The ability to analyze language itself as an object
 The awareness of the individual as distinct from the group and
consequently the need for private introspection
 The rise of critical skepticism towards previously reified
knowledge and beliefs.
 The rise of democratic institutions- Greek city states
Adapted from Goody and Watt (in Grabe and Kaplan 1996 )

6. Writing
 Identifies

7. Writing
 identifies,
 communicates
 and
 reminds
http://www.flickr.com/photos/henrybloomfield/5695330591/sizes/o/in/photostream/

8. Writing
 Communicates and reminds

9. Writing
 Satisfies a requirement

10. Writing
 Promotes introspection

11. Writing
 Communicates, recombines and allows
introspection

12. Writing
 May exemplify what is known as aesthetic
creativity

13. Process Writing at a Glance…
 http://4.bp.blogspot.com/_kZAaX4JV4nI/S9U7PqHi19I/AAAAAAAAHdU/2G_HLgfYyQc/s1600/writing_processS.gif

14.  http://faculty.uoit.ca/hughes/Writing/TheWriting
Process.gif
http:// faculty .uoit.ca/ hughes/ Wr iting/T heWritingProces
s.gif

15.  Source: http://www.monash.edu.au/lls/llonline/assets/images/writing/art-
design/writing-skills.jpg

16. Grabe and Kaplan –(page 3)
Audience Writing Writing with composing
without
composing
For For
knowledge knowledge
telling transforming
self Shopping list Personal diary Journal entry
One known Note to
other milkman
One unknown Business
other letter
Small group Lesson plan
unknown sermon
Small group questionnaire Newsletter proposal
unknown item
Large group Tax form
Driving
licence
Application Poem drama
form novel short
story

17. P 38 Grabe and Kaplan
Some questions to reflect upon:
 What is a text?
 How may texts be examined as product?
 How may texts be analyzed as process?
 How may product and process be viewed as
reflecting an Interactive model?
 How do process and product issues embed
themselves within a coherent interpretation of wider
social contexts for writing?
 What types of texts do we want learners to produce?
 What do these issues suggest for writing instruction
in the classroom?

18. Ethnographic Research on elementary
school writing
by Calkins, Graves and others
 writing should be seen as a process of discovery---- problem solving
 drawing and talking are means for pre-writing a rehearsal
 internalize their conversations to the point where they do not simply write down
what they say
 move from writing for themselves to writing for others
 learn to spend time planning pre-writing and rehearsing activities
 serious revision about themselves by conferencing with teachers about their
writing
 students learn that they need to have control over their writing
 since schools do not create student motivation and involvement teachers need
to generate a commitment to writing – involved and motivated to write and
teachers need to practice writing in class and to share their writing with children-
 teachers need to have control over their classrooms and become active teacher/
researchers with respect to their own practice.
 Sentence combining does lead to writing improvement to some extent ---
Beaugrande 1984 Hillocks 1986

19. A model of text structure
Fig 3.1 text structure
SURFACE L DEEP
Sentential syntax E semantic
X
I
textual cohesion C coherence
O
N

20. P79 Non linguistic knowledge
 reference
 world background knowledge
 memory
 emotion
 perception
 intention
 logical arrangement
 situation

21. P92 4.1 Flower and Hayes- - - - writing process model
T ask envir onment
T he rhetor ical problem T ext pr oduced so far
G T opic
E Audience
N
exigency
E
R
A Planning translation Reviewing
T Or ganizing Evaluating
I Goal setting Editing
N
G

22. ABC brainstorm- link – list -combine

23. Order, edit and proof-read

26. Bibliography & LINKS
 Grabe, W. & Kaplan, R.B. Theory and Practice of Writing- An Applied
Linguistics Perspective -1996 -Longman
 Scarpa, S. Cursos de Sensibilización para Docentes del Plan 1996
Febrero Marzo 2001- Cuadernos de la ANEP
 Tribble, C. Writing 1996 Oxford University Press -
 Ur, P.A Course in Language Teaching 1999 Cambridge University
Press
http://www.flickr.com/
http://faculty.uoit.ca/hughes/Writing/TheWritingProcess.g
http://www.flickr.com/photos/henrybloomfield/5695330591/sizes/o/in/photostrea