Process Writing Principles

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The ability to speak fluently presupposes not only knowledge of language features, but also the ability to process information and language ‘on the spot.
Several issues arise for any teacher trying to incorporate principles of process writing into his or her professional practice. First, teachers need to provide time for writing in the supported learning environment of the classroom. Many students will benefit from structured tasks, which teach them strategies for planning, drafting, and revision. Many teachers would argue that setting aside the time needed for feedback, and for the revision of several drafts, is unrealistic, particularly within the constraints of school systems; and particularly where classes are large. With regard to this
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This cannot be done in fifteen minutes. However, the various stages may well involve discussion, research, language study, and a considerable amount of interaction between teacher and students and between students themselves so that when process writing is handled appropriately it stretches across the whole curriculum.
There are times when process writing is simply not appropriate, because either classroom time is limited, or because we want students to write quickly as part of a communication game, or when working alone, we want them to compose a letter or brief story on the spot.
1. English for Academic
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According to Horowitz (1986: 144), the approach “creates a classroom situation that bears little resemblance to the situation in which (students’ writing) will eventually be exercised” (p.144). He goes on to suggest that a process orientation ignores certain types of important academic writing tasks( particularly essay exams) and that what he sees as two basic tenets of the process approach- “content determines form” and “good writing is involved writing”- do not necessarily hold true in many academic contexts. In essence, he asserts that the process approach overemphasizes the individual’s psychological functioning and neglects the socio-cultural context, that is, the realities of academia- that, in fact, the process approach operates in a socio-cultural
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