The document explores the process approach to writing, highlighting its theoretical foundations and the roles of teachers and students. It emphasizes writing as a complex cognitive process with distinct stages: prewriting, writing, revising, and evaluation, while discussing its strengths and weaknesses in the classroom. The approach encourages student expression and collaboration but can be time-consuming and challenging for those unfamiliar with it.

1. THE PROCESS APPROACH TO WRITINGPresented by:Lucila F. AmbonMark Angelo S. Palomares

2. SCOPE OF THE PRESENTATIONTheoretical UnderpinningThe ApproachRole of the Teacher/StudentStrengths/WeaknessesApplication in the Classroom

3. THEORETICAL UNDERPINNINGMerriwether (1997)Writing is a process which involves several identifiable stepsZamel (1987)Writing is a complex cognitive behavior and a nonlinear process of discovery

4. Jordan (1997)Process writing evolved as a reaction to the product approachProcess theorists of the sixties and seventiesWriting 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?

5. (Goldstein and Carr 1996)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

6. THE APPROACHConcern: The process of how ideas are developed and formulated in writing. Stages in the Process:Prewriting (selecting a topic and planning what to say)

7. Writing (putting a draught version on paper)Revising (making changes to improve the writing)Evaluation (assessment of the written work)

8. ROLE OF THE TEACHER/STUDENTHillocks (1984)The teacher’s role in the process model is to facilitate the writing process rather than to provide direct instruction (Teacher as the facilitator)Students are given considerable freedom within the task

9. STRENGTHS/WEAKNESSESStrengths:Encourages students to communicate their own written messages Communication of the message is paramount and therefore the developing, but inaccurate attempts at handwriting, spelling, and grammar

10. are accepted…These skills are further developed in individual and small group conference interviewsWriting moves naturally from invention to convention. Classmates and others, including the teacher, respond to drafts (Freeman and Freeman 2004)

11. Weaknesses:Could be time-consuming with large classesTeachers may not have enough time to schedule individual writing conferences in large classesLots of grading for the teacherLearners who are unused to process writing will view revision as a sign of failure

12. APPLICATION IN THE CLASSROOMPrewritingGroup brainstorming on a given topic (students work cooperatively and write down all the ideas that come to mind in connection with a topic)WritingCollaborative writing (students work together to write a previously agreed text)

13. RevisionPeer editing (students exchange their first drafts of a text and point out changes which are needed to help the reader)Whole class discussion of how a particular text might need adjustment according to the audience it is addressed to

14. EvaluationNegotiated feedback in which the learner decides the focus of the given evaluation

15. REFERENCESMirhosseini, S. 2009 For our learn of english: Dialogue journal writing in EFL education, 24(1) 41Mohammad, S. The best of two approaches: Process/genre approach to teaching writing. The English Teacher, 35:76-77

16. Pritchard, R., & Honeycutt, R. Handbook of Writing Research. New York: Guilford PressSimpson, A. A process approach to writing. http://www.developingteachers.com/articles_tchtraining/pwpf_adam.htm

17. Wikibooks. The practice of learning theories/process writing in the l2 classroom. http://en.wikibooks.org/wiki/The_Practice_of_Learning...