The present study attempts to give an account of how students represent writing task in an EAP course. Further, the study is intended to discover if learners' mental representation of writing would contribute to their written performance. During a 16-week term, students were instructed to practice writing as a problem solving activity. At almost…

This article describes a method--Collaborative Civics Conference Protocol (3CP)--that teachers can use with any civics education program to engage students in meaningful collaborative assessment of each others' thinking and writing and to make connections between civics activities and essential social studies content. Borrowing from the Writer's…

This article calls for a rethinking of pure process-based approaches in the teaching of second language writers in the middle school classroom. The author provides evidence from a detailed case study of the writing of a Korean middle school student in a U.S. school setting to make a case for rethinking the efficacy of classic process-based…

This study used a needs assessment, process analysis, process design, and textbook design to develop a new process and new textbook, based on Cargile-Cook's layered literacies, Quesenbery's five qualities of usability, and Carliner's information design theories, for use in technical writing service learning courses. The needs assessment was based…

Provides discussion and critical analysis of three key models for teaching freshman composition courses. Discusses approaches centered on writing as product, writing as process, and writing as system. Considers what might be the common ground that these three approaches to writing instruction share. (HB)

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)

Addresses the question of how teachers can best use writing style imitation to strengthen student composition by exploring validity of claims made for usefulness of models in teaching ESL writing; range, goals, and effectiveness of model-based exercises and writing-tasks; and advantages of process-oriented approach to writing. (Author/BK)

Kenneth Burke has continued to exert a profound influence on recent theories of composition and rhetoric, specifically on how writing might be taught in the classroom. Two recent composition textbooks, "Process, Form, and Substance: A Rhetoric for Advanced Writers" by Richard Coe and "Writing Is Critical Action" by Tilly…

A process approach to writing instruction for students with learning disabilities is presented. The approach involves students sharing their work with each other, receiving frequent response to their writing, using word processing to support fluent text production and ease revision, conferencing with teachers to develop writing strategies, and…

A process approach to writing instruction with learning-disabled students is presented, in which students are guided through the processes of planning, drafting, and revising text. The model emphasizes the interaction of the teacher and learner through such activities as conferences, prompting, modeling, peer collaboration, and dialogues about…

Reviews what has happened in the field of second-language teaching over the past decades and examines the development of the process approach to writing by comparing it with the traditional product approach. A critical evaluation of the new approach follows and forms the premise for recommending a philosophy of eclecticism. (41 references) (CK)