Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking…

The purpose of this study was to explore the role of students' use of writing strategies in light of their English writing achievements in Taiwan. This research used a cognitive approach to examine the process of writing. Forty student writers (including 20 low and 20 high achievers) in Taiwan participated in this study. Strategies used for…

This paper offers a critical review of new approaches to genre, including the process, workshop, communication, and traditional approaches, and asks what English teaching can learn from them amidst ongoing debates about repertoire, multiliteracies, and the influence of new technologies. It argues that a flexible, participatory and critical view of…

Discusses the processes by which students think through and compose essays. Shows how writers often begin with the conclusion, or the ending. Provides a basic three-step model which allows students to analyze literary works systematically, with the objective of producing organized essays. (HB)

Responds to Raymond Rodrigues's l985 "English Journal" article presenting reservations about a too-narrow and too-dogmatic definition and application of the writing process approach to the teaching of writing. Addresses concerns that the article would provide ammunition from the traditionalists and that new writing process converts would find…

This collection of essays is introduced by Paul Connelly, who focuses on how the essayists encounter problems boldly and recognize opportunity in them--the essays are less local reports of various successful process approaches to teaching writing than a record of the willingness to experiment, to take risks, to learn. The essays and their authors…

A study examined the growth in basic writing and grammar skills of 14 developmental English students. The study determined whether a traditional rule-based, form-centered mode of instruction, combined with a limited writing-process approach, had any significant impact on overall writing quality and grammar skills. It used a quantitative,…

Originally developed as part of a project for the Department of Defense Schools (DoDDS) system, this learning package on the role of grammar and the teaching of writing is designed for teachers who wish to upgrade or expand their teaching skills on their own. The package includes an overview of the project; a comprehensive search of the ERIC…

This resource book contains 10 articles on specific aspects of writing assessment. Article one addresses several key issues, among them (1) whether writing should be taught from a traditional analytic approach or from the "writing-as-a-process" perspective, (2) whether writing ability can be judged indirectly or only by actual performance, and (3)…

Suggests that peer group instruction is one of the most significant benefits to have emerged from the process approach to writing instruction. Presents a teacher's classroom research on the peer group response method. (ARH)