Teaching the Writing Process

This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and...

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Bibliographic Details
Published inChanging English Vol. 24; no. 4; pp. 372 - 385
Main Author Keen, John
Format Journal Article
LanguageEnglish
Published Routledge 02.10.2017
Subjects
Cognitive Processes
Educational Practices
Educational Principles
Foreign Countries
Intermode Differences
learning
National Writing Project
procedural learning
Process Approach (Writing)
Process Writing Project
product-based approaches
revision
Teaching Methods
Teaching Models
Writing
Writing (Composition)
Writing Ability
Writing Instruction
writing process
Writing Processes
United Kingdom (England)
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Summary:This article outlines some cognitive process models of writing composition. Possible reasons why students' writing capabilities do not match their abilities in some other school subjects are explored. Research findings on the efficacy of process approaches to teaching writing are presented and potential shortcomings are discussed. Product-based and process approaches to teaching writing are compared, with discussion and analysis of examples of writing that resulted from the two different approaches. The article draws out principles for teaching and learning, concluding that an approach to teaching writing that focuses on students' learning rather than on text outcomes may help to improve students' attainment in writing composition.
ISSN:1358-684X
1469-3585
DOI:10.1080/1358684X.2017.1359493