Previous review studies do not have a broad and comprehensive perspective on the usage of ACF tools in language learning. To address this gap, we reviewed 82 articles on the use of ACF tools published in the last five years. Results indicate that 43 ACF tools were used in studies to assist writing, grammar, spelling, and collocation and word use.…

Process and product are always in tension. In authentic writing, they can be messy and hard to assess. Because writing is recursive and generative, every word written opens new possibilities. Not only that, but writing is influenced by ability, time allowed, task definition, rhetorical situation, relationship to reading, and helpful thinking…

This discussion paper investigates the pedagogical implications of the cognitive process writing model proposed by Flower and Hayes (1981). The research of Flower and Hayes (1981) provides insights into how writers go about planning, generating, and revising during the process of writing. Flower and Hayes (1981) believed that this shift in focus,…

Examines the representative conceptions of process pedagogy in (1) Maxine Hairston's article, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing"; (2) C.H. Knoblauch and Lil Brannon's "Rhetorical Traditions and the Teaching of Writing"; and (3) Ann E. Berthoff's "Forming, Thinking, Writing: The…

The general enthusiasm that governs composition studies is the result of more than 20 years of collective efforts to define central issues in theory and research, and to help refocus national attention on composition literacy. The optimistic vision of future challenge and direction in discourse studies is largely premised on Thomas Kuhn's…

Argues that comparing developments in the process approach to writing and the design methods movement sheds light on the evolution and future direction of the writing paradigm. Argues that sensitivity to the variety of writing tasks and social contexts is more effective than a single amorphous model. (RS)

Summarizes six significant findings of research on writing that business communication teachers may find of special interest. Lists seven implications of the research for business communication instruction. (RS)

Reviews two recent studies of the effects of using word processing as part of the instructional process in writing. Concludes that neither study gives unqualified support for the use of word processors in the teaching of writing. Notes that this column will continue to review these kinds of studies. (RS)

Discusses research on the role of teacher help in process-oriented writing instruction. Maintains that, as students become more competent writers, teachers must withdraw as collaborators, or students will not become independent writers and process-oriented instruction will become another form of product-oriented instruction. (SR)

Composition teachers today are aware of the practice of differentiating between written and spoken language. The "basic writing" student often views written language as a nearly new language altogether. Therefore, it is increasingly important to recognize and codify not merely the disparity between speech and writing but also the…

A new theoretical paradigm for teaching writing and organizing composition research was at hand by 1982, focusing on how writers write and the practice of interventionist teaching. Today, the process theory of teaching composition dominates the field, yet it has not shifted teaching practices or research questions toward the settings and…

As composition teachers work to develop process approaches to writing instruction, science teachers work to develop strategies for teaching science as a process of inquiry. In continuing efforts to revitalize science education, teachers use writing as a tool of inquiry. Exploratory writing, written field observations, close description, and…

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…

Urges the use of claims-based analysis in editorial writing instruction. Explains the use of five hierarchical claim types (factual, definitional, causal, value, and policy) to teach students to analyze and formulate arguments, thus teaching editorial writing by focusing more on the process than on the product. (SR)

Process approaches are defined and their roles in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) writing instruction are discussed. Three different meanings of process are reviewed, the ESL/EFL writing literature is analyzed, and some problems in implementing process writing pedagogy are identified. (Contains 135…