Process Approach Of Writing

2.1 Introduction

In this chapter, I will discuss process writing and its importance. I will review literature and research done in this area and critically examine them in relation to my study. Writing skills can be improved by determining the features of texts in the context of content, form, and construction via sufficient comprehension activities. According to Nesamalar et.al, ibid:145 (as cited in Mohd Mohathir (2005) “Process approach is the process of writing, thinking of something to write about, selecting what to include, giving shape to these ideas by organising them into an outline or plan, writing draft, revising and editing the draft and producing a final version” (p. 11). Dilidüzgün, Ş. (2013) mentioned that the target of writing

Thus, according to Pema Thinley (2013) “writing is a process. It is a recursive, not a linear product. It is like a reconnaissance analysis of a topic – moving forward and backward till a writing piece is refined, shaped and published” (p. 72). Basically all the studies that had been done by researchers recommend various stakeholders to reconsider the status quo of teaching writing to students. Process approach has been found through the literature to be effective while teaching writing to students whose English is their second or third language. Pour-Mohammadi, Zainol Abidin and Cheong (2012) concluded that the practice of process writing in classroom can also actualize the complicated plan of writing, putting the students through a journey of constructing their ideas from what is in their minds to writing and communicating these ideas to their readers. Hence, the aspects of ideas, organization and sentence fluency are crucial traits in assessing the product of the writing process. In the previous chapter, I have done background of the study, problem statement, objective of the study, research questions, research hypothesis, significance of the study and the

According to Ali Akbar Khansir (2012) the exact nature of help or support depends on the nature of learners, their reason for writing, and type of writing. In this approach, students are given sufficient time to write, and rewrite, to discover what they want to say and to consider intervening feedback from the teacher and peer as they attempt to bring expression closer to intention in successive drafts. The teacher intervenes throughout the composing process, rather than reacting only to the final draft. The writer is the centre of attention throughout the process and that's the reason why this approach is also called learner-centred approach. Seow (1995) (as cited in Ali Akbar Khansir (2012) argues that the process approach to teaching writing comprises four basic stages such as planning, drafting, revising, and editing. Three other stages could be inserted after the drafting stage; these are responding, evaluating, and post-writing. For each stage, suggestions are provided as to the kinds of classroom activities that support the learning of specific writing skills. For example, at the planning stage, teachers can help students generate ideas through such activities as brainstorming, clustering, and rapid free