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Relevant bibliographies by topics / Process approach to writing

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Academic literature on the topic 'Process approach to writing'

Author: Grafiati

Published: 4 June 2021

Last updated: 10 February 2022

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Journal articles on the topic "Process approach to writing"

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Miftah, M. Zaini. "ENHANCING WRITING SKILL THROUGH WRITING PROCESS APPROACH." Journal on English as a Foreign Language 5, no. 1 (2015): 9. http://dx.doi.org/10.23971/jefl.v5i1.88.

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<p>The study is aimed at developing the implementation of Writing Process Approach (WPA) to enhance the students’ skill in writing essay. The study employed Classroom Action Research. The subjects of the study were 15 university students enrolled in the writing class. The data were gained from writing task, observation and field notes. The findings show that the implementation of WPA with the proper model procedures developed can enhance the students’ skill in writing essay. Before the strategy was implemented, the percentage of the students achieving the score greater than or equal to C (56-70) was 40.00% (6 students of the class). However, after the strategy was implemented in Cycle I, it enhanced enough to 60.00%<strong> </strong>(9 students of the class), but this result did not meet the criteria of success set up in the study. Next, in Cycle II it increased slightly to 86.67%<strong> </strong>(13 students of the class). Thus, the enhancement of the students’ skill in writing essay can be reached but it should follow the proper model procedures of the implementation of WPA developed.</p><p><strong>Keywords</strong>: <em>writing</em><em> process approach, writing skill, essay writing</em><em></em></p>

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Nadtocheva, Elena Sergeevna, and Anna Nikolayevna Oveshkova. "PROCESS WRITING APPROACH TO OVERCOME GLOBAL WRITING CONCERNS." Pedagogical Education in Russia, no. 4 (2016): 46–50. http://dx.doi.org/10.26170/po16-04-10.

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Dewi, Utami. "Students' Perceptions: Using Writing Process Approach in EFL Writing Class." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 988–97. http://dx.doi.org/10.35445/alishlah.v13i2.555.

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The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.

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Novia, Fitri, and Eva Saptarina. "Using Process Writing Approach (PWA) to Teach Writing Descriptive Text." Linguists : Journal Of Linguistics and Language Teaching 7, no. 1 (2021): 1. http://dx.doi.org/10.29300/ling.v7i1.4075.

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The research aim was to find out whether or not there was a significant difference in students' writing performance from descriptive passage among learners who practiced using the Process Writing Approach and those who were not. The design of that research used quasi-experimental. Participants were selected from X TKJ 3 being the experimental group and X TKJ 2 being the control group. Instruments of this study used a written test. There were five topics about the descriptive text in which students chose one of the issues. A paired sample t-test and independent-sample t-test were used to investigate the data. The outcome acquired from the paired sample t-test confirmed that students' writing achievement increased in the descriptive text after using the process writing approach. Independent-samples t-test analysis revealed that pvalue (0.008) was lower than άvalu (0.05). Further analysis indicated a significant difference in students' writing performance from a descriptive passage within learners who practiced using the Process Writing Approach.

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Udry, Larry, and Marcella Frank. "Writing as Thinking: A Guided Process Approach." TESOL Quarterly 27, no. 2 (1993): 354. http://dx.doi.org/10.2307/3587166.

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Graham, Steve, and Karin Sandmel. "The Process Writing Approach: A Meta-analysis." Journal of Educational Research 104, no. 6 (2011): 396–407. http://dx.doi.org/10.1080/00220671.2010.488703.

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Badger, R., and G. White. "A process genre approach to teaching writing." ELT Journal 54, no. 2 (2000): 153–60. http://dx.doi.org/10.1093/elt/54.2.153.

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SHISHIDO, MAKOTO. "The Process-Centered Approach to Teaching Writing." Juntendo Medical Journal 43, Supplement (1998): S32—S37. http://dx.doi.org/10.14789/pjmj.43.s32.

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El Sayed, Karima Mohamed. "Reading and Writing Skills' Integration: a Process Writing Based Approach (PWA)." مجلة العلوم التربویة بکلیة التربیة بالغردقة 2, no. 2 (2019): 469–82. http://dx.doi.org/10.21608/mseg.2019.115595.

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Avivi, Mauliya, and Fika Megawati. "Instagram post: Writing caption through process approach in developing writing skill." EduLite: Journal of English Education, Literature and Culture 5, no. 2 (2020): 240. http://dx.doi.org/10.30659/e.5.2.240-250.

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Instagram has some features for supporting English learning process. Posting a picture and adding a caption could be a way for developing writing skill. Instagram users are allowed to write caption through process approach that would guide them to make a good writing. This study aims to find out the effect of Instagram caption through process approach on students� writing skill in recount text. Quasi-experimental design was implemented to the two classes of Multimedia students at one of Indonesian vocational high schools. Each class participated in this study consisted of thirty students. The data collection was taken from tests, pre-test and post-test. Then, it was analyzed using Independent t-test. The result of this study indicates that Instagram caption through process approach gives positive effect for developing English writing skill. More specifically, the students are able to use their Instagram account as an alternative way to learn English by sharing their experience, strengthen their step in writing skill through editing and revising the draft based on the teacher�s feedback, and publish writing product. This study implies that feature in Instagram gives advantages for English teachers and students, and it can be promoted as an attractive educational technology for writing activities.

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Dissertations / Theses on the topic "Process approach to writing"

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Stewart, Mary Louise. "Teaching expository writing a process approach /." Thesis, Click to view the E-thesis via HKUTO, 1986. http://sunzi.lib.hku.hk/HKUTO/record/B38627693.

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Min, Haesik. "Writing Development| A Process-Oriented Approach." Thesis, State University of New York at Buffalo, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10620483.

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<p> This dissertation examined the development of writing in school-age children from a process-oriented perspective by examining pause patterns and the characteristics of language bursts between pauses. Study 1 investigated the development and operation of different writing processes during on-line text production of typically developing third and fifth graders. Fifth graders paused less frequently than third graders, but their pause duration was similar to the pause duration of third graders’. Fifth graders wrote more words between pauses than third graders. Revision rates were similar in both grades. The findings suggest that fifth graders are more advanced than third graders in the development of writing processes (i.e., planning, text generation, and transcription) whereas revising process does not mature from third grade to fifth grade. The advanced development of planning, text generation, and transcription in fifth grade facilitates the operation of these processes to partially overlap with each other. Revising process does not occur as frequently as other processes in both grades. However, when it does, its operation can sometimes overlap with the operation of text generation and transcription.</p><p> Study 2 investigated the effects of writing mediums (i.e., handwriting and typing) on the operation of writing processes during on-line text production of typically developing fifth and seventh graders and on the relation between writing processes and writing quality. Pauses occurred more frequently in typing than in handwriting. As typing skills improved from fifth grade to seventh grade, difference in pause rate between typing and handwriting decreased. Words between pauses were shorter in typing than in handwriting. Overall revision rate and meaning revising rate were higher in typing than in handwriting. There were some indications of positive association between meaning revision rate and writing quality. Overall pause rate was negatively associated with writing quality in fifth grade in both mediums. The findings suggest that the way handwriting and typing influenced the operation of different writing processes differed. However, the role of writing mediums in accounting for the relation between writing processes and writing quality appears to be limited.</p><p>

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Lam, Lit Ming Charles. "Process approach to teaching writing : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/358.

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Matranga, Jacqueline Frume. "Writing process and change: Studies of teachers implementing a writing workshop approach." Scholarly Commons, 1995. https://scholarlycommons.pacific.edu/uop_etds/2788.

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This study analyzes teacher change in the implementation of a writing workshop approach to teaching writing as defined by Atwell, Calkins, and Graves. The study followed eleven elementary classroom teachers of one school as they implemented a writing workshop approach over the course of eight months. This qualitative study included data from CBAM Stages of Concern Survey, Writing Workshop Checklist, collaborative conversations, journals, student work and interviews. The qualitative analysis derived a grounded theory from the data. This theory blended the theoretical sensitivity of the researcher, the research data and the practices of the teachers to develop a grounded theory. The study showed that there is a process for change and that implementation is based on a teacher's theoretical understanding of writing development. Three teacher styles were delineated based on the ideology and practices of the eleven teachers. The facilitator believes in sharing control with students and teaches and expects independent writers. The provider teaches students to be independent, but has not fully embraced the belief that all students are capable of learning independence. The producer teaches about writing and does not have an understanding of teaching students to become independent writers. This study provides the staff developer with a tool for helping teachers understand not only the best practices, but also develop a theoretical understanding behind the practices of a writing workshop approach. The teachers who regularly attended the collaborative conversations were supported and made significant progress toward changing their theoretical understanding and practical knowledge of a writing workshop approach. This study provides the staff developer with insight into the change process for teachers.

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Chan, Ting-man Samuel, and 陳定文. "Fostering process approach to Chinese writing through cognitive strategy instruction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961460.

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Chan, Ting-man Samuel. "Fostering process approach to Chinese writing through cognitive strategy instruction." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278308.

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Elson, Jillian Margaret. "A process-genre approach to teaching argumentative writing to grade nine learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003597.

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This action research study aimed to improve teaching and learning of argumentative writing through a process-genre approach. Learners were carefully guided through the processes of writing the argumentative genre, with the focus being on teaching of the genre and on the structural conventions of writing arguments. Participants were a class of grade nine learners who speak English as a first language. They were chosen for this study as Grade Nine is a crucial year for writing development before learners enter the senior phase and are met with heightened expectations in the curriculum, that often they struggle to meet, as their writing has not been sufficiently developed to an academic level. The focus of writing in Grade Nine is on narrative and prose, so this writing intervention, in which a teaching module was developed in collaboration with the 1eamers, aimed to broaden their writing skills and provide them with a head start in leaming the fine art of argumentation, as this is a useful skill to acquire for purposes even beyond the classroom. Genre theorists advocate the importance of teaching genres to leamers at a young age, as it allows them access into different communities of discourse, as they become aware and understand the conventions held by a patiicular community, and realize the purpose of different styles of writing for effectively communicating, which prepares them to meet the expectations of their audience. Teaching the structures of different genres therefore allows the writer, and the audience, a framework for understanding the text. The process approach has been widely used by educators as it focuses on explicit teaching of writing processes that are fundamental to leamers' development in writing. Learners need to be carefully guided from the initial stages, to the more complex stages (especially in argumentative writing which has been deemed the most complex genre for learners to master) in order to understand the complexities of constructing an essay in a cohesive way, as they need to consider multiple aspects of writing, such as the linguistic features, rhetorical features and structural features of the genre and unify them into a sound argument. This takes time, practice and revision, and extensive feedback is required. The process-genre approach proved to be successful in this study, as leamers showed remarkable improvements in their writing from the initial stages of writing to the final drafts of their essays. The findings revealed that explicit teaching of genres and structural elements of writing is vital for ensuring learners' development. Learners require modelling of the genre, scaffolding and careful guidance through step-by-step processes in order to build confidence and express their ideas effectively in written text. The findings indicate the relevance of using the process-genre approach for teaching and learning and that teaching and learning writing is indeed a process that needs more time and practice that is cUiTently allocated in the curriculum.

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Ngonyama, King Z. "The effectiveness of the process, product and process-product approaches in the development of writing skills in the senior phase." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1708.

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A dissertation submitted to the Faculty Of Education in fulfillment of the requirements for the Degree of Master Of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, 2018<br>The teaching of English First Additional Language in South African schools, towards the development of learners’ writing skills, requires the employment of the process approach (DBE 2011: 10). The Department of Basic Education (DBE) clarifies that when learners write, they will need to use the writing process approach so as to produce coherent sentences without grammatical errors (2011: 36). The aim of this study is to compare and contrast the relative effectiveness of the process approach, product approach and the combination of these two approaches known as the process-product approach, in the development of English First Additional Language (FAL) writing skills in the Senior Phase. Three groups of Grade 8 and 9 English FAL learners, comprising of a sample of 186 learners from Quintile 3 schools in uMhlathuze Circuit Management under King Cetshwayo District were investigated so as to find out if they would develop good paragraph writing skills when exposed to several instructional interventions using any of the three approaches. The analysis of results is based on the Quasi-Experimental design which follows the pre-test-treatment-posttest model using the mixed methodology. It assumes the multi-method strategy as quan+QUAL (the lower case quan- explains the lower priority of the quantitative orientation). Consequently, the quantitative results are used to confirm the qualitative results. Findings of this study proved that when both the process and product approaches are combined and used recursively, and in a complementary manner as the process-product approach, they significantly yield higher results in developing the paragraph writing skills of English FAL learners in the Senior Phase than when each approach is used exclusively.

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Pomerenke, Paula Jean Rutter Russell. "A business-based rationale for incorporating the process approach into university report writing courses." Normal, Ill. Illinois State University, 1987. http://wwwlib.umi.com/cr/ilstu/fullcit?p8806865.

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Thesis (D.A.)--Illinois State University, 1987.<br>Title from title page screen, viewed August 30, 2005. Dissertation Committee: Russell Rutter (chair), Richard Dammers, Ray Lewis White, Stanley W. Renner, Catherine Konsky. Includes bibliographical references (leaves 164-184) and abstract. Also available in print.

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Price, Stephen William Scharton Maurice. "A synthesis of materials for using the process approach to teaching professional writing." Normal, Ill. Illinois State University, 1985. http://wwwlib.umi.com/cr/ilstu/fullcit?p8525564.

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Thesis (D.A.)--Illinois State University, 1985.<br>Title from title page screen, viewed June 28, 2005. Dissertation Committee: Maurice Scharton (chair), Russell Rutter, Ron Fortune, Stan Renner, Dent Rhodes. Includes bibliographical references (leaves 152-165) and abstract. Also available in print.

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Books on the topic "Process approach to writing"

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J, Rollo Duncan, and Gehle Quentin L, eds. Writing essays: A process approach. St. Martin's Press, 1987.

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Tyner, Thomas E. Writing voyage: A process approach to basic writing. 6th ed. Harcourt College Publishers, 2001.

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Writing voyage: A process approach to basic writing. 7th ed. Thomson Heinle, 2004.

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Writing voyage: A process approach to basic writing. 5th ed. Wadsworth Pub. Co., 1997.

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Tyner, Thomas E. Writing voyage: A process approach to basic writing. 4th ed. Wadsworth Pub. Co., 1994.

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Damerst, William A. Clear technical communication: A process approach. 3rd ed. Harcourt Brace Jovanovich, 1990.

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Tyner, Thomas E. Writing voyage: An integrated, process approach to basic writing. Wadsworth Pub. Co., 1985.

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Tyner, Thomas E. Writing voyage: An integrated, process approach to basic writing. 2nd ed. Wadsworth Pub. Co., 1988.

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Tyner, Thomas E. Writing voyage: An integrated, process approach to basic writing. 3rd ed. Wadsworth, 1991.

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Writing as thinking: A guided process approach. Prentice Hall, 1990.

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Book chapters on the topic "Process approach to writing"

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Nasir, Ali. "Modular Approach of Writing MATLAB Code for a Markov Decision Process." In Functional Reverse Engineering of Machine Tools. CRC Press, 2019. http://dx.doi.org/10.1201/9780429022876-16.

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Deng, Liming, Qiujin Chen, and Yanyan Zhang. "Developing EFL Learners’ Generic Competence in Reading and Writing: A Process Genre Approach." In Developing Chinese EFL Learners' Generic Competence. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-54845-1_4.

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Kelen, Christopher. "Chapter 5. Process and product, means and ends: Creative Writing in Macao." In Linguistic Approaches to Literature. John Benjamins Publishing Company, 2014. http://dx.doi.org/10.1075/lal.19.05kel.

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Díez-Prados, Mercedes, and Ana Belén Cabrejas-Peñuelas. "The Internet as a Pedagogical Tool in the Writing Process: A Research-Based Approach." In Integrating Information and Communication Technologies in English for Specific Purposes. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-68926-5_5.

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Vanraes, Arne. "A Pulse Before Shelf Life: Literary Advice on Notebook-Writing as Event." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_10.

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AbstractThis contribution analyzes guidebooks that deal specifically with keeping a writer’s notebook, a process-document that may elude the common association of creative writing with its published literary commodities. Creative writing’s pedagogical question “can it be taught?” is complicated since this “it” is so poorly codified by the notebook. I consider three groupings of advice in the notebook-guidebooks in relation to that complexity and discuss their uselessness where writing invents part of its pedagogical needs only in the process of its own happening. Firstly, the guidebooks take on a radical process-pedagogical approach. They promote a kind of irresolute and unpredictable (“end-less”) writing that discovers its objects in the event of their coming-to-be, instead of hypothesizing them beforehand. Note-taking appears here as a self-creative event rather than a preplanned act—a means without an end. Secondly, rather than providing poietic writing recipes, the guidebooks give advice on writerly attitudes or dispositions. The elements of art are presented as existing latently in the world and the practice of note-keeping orients their drawing-out and literary becoming since its technology straddles the contextual and the textual (“creative receptivity”). Thirdly, when addressing the move from the notebook’s writing-for-writing’s sake toward an eventual literary commodity, the guidebooks resist concluding writing’s “invention phase” absolutely. Rereading and rewriting in the notebook continue to inform events that exceed and requalify the intermediate junctures of the literary work’s development (“besideness”).

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Fulford, Bill. "Co-writing Values: What We Did and Why We Did It." In International Perspectives in Values-Based Mental Health Practice. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-47852-0_47.

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AbstractThis chapter reflects on the process and outcomes of our co-writing approach to the book. Section 2 describes the process of co-writing that we adopted. The challenges that emerged from this process resulted in the book itself becoming an exercise in values-based practice. Section 3 describes how we took forward a values-based approach in addressing these challenges by establishing a shared framework of values. Section 4 is about outcomes. Challenging as the co-writing approach we adopted turned out to be, we believe it has been at least provisionally justified by its outcomes, namely the quality and range of the contributions to the book. The diversity of perspectives represented by these contributions takes us a first step towards establishing an international ‘open society’ supporting innovation in mental health.

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Sayed, Sana, and Brad Curabba. "Harnessing the Power of Feedback to Assist Progress: A Process-based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates." In Feedback in L2 English Writing in the Arab World. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-25830-6_4.

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Wortelkamp, Isa. "Notieren im Tanz." In Bewegungsszenarien der Moderne. Universitätsverlag WINTER, 2021. http://dx.doi.org/10.33675/2021-82537264-7.

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Note taking is a choreographic writing practice that implies processes of thinking, projecting and rejecting ideas. Note by note, a complex scenery of movement emerges through reflexive practices of writing, which are designed for a performative event. This article explores different forms of choreographic notation from the perspective of their performative dimensions and draws on approaches from literary theory, procedures of drafting and drawing, as well as considerations of writing as a thought process. The emphasis will be on specific examples of contemporary dance.

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Marsen, Sky. "The Writing Process." In Professional Writing. Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-30902-0_1.

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Laplante, Phillip A. "The Writing Process." In Technical Writing. CRC Press, 2018. http://dx.doi.org/10.1201/9780429467394-3.

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Conference papers on the topic "Process approach to writing"

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Novia, Fitri, and Eva Saptarina. "Process Writing Approach (PWA)." In 4th Sriwijaya University Learning and Education International Conference (SULE-IC 2020). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201230.127.

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Guan, Jian. "Incorporation of Product Approach and Process Approach in English Writing Instruction." In 2015 International Conference on Economics, Social Science, Arts, Education and Management Engineering. Atlantis Press, 2015. http://dx.doi.org/10.2991/essaeme-15.2015.76.

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Cai, Huiping, Luo Yi, and Li Hongying. "Computer-based process-genre approach in English composition writing." In 2010 International Conference on Educational and Information Technology (ICEIT). IEEE, 2010. http://dx.doi.org/10.1109/iceit.2010.5607659.

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Handayani, Fitri, and Ari Kusmiatun. "Learning Writing Explanatory Text by Using the Process Approach." In 1st International Conference on Language, Literature, and Arts Education (ICLLAE 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.031.

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"A NARRATIVE APPROACH TO COLLABORATIVE WRITING - A Business Process Model." In 8th International Conference on Enterprise Information Systems. SciTePress - Science and and Technology Publications, 2006. http://dx.doi.org/10.5220/0002462901660173.

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Hitipeuw, Dulciana Chaty Engelhart, Emzir Emzir, and Kinayati Djojosuroto. "The Effectiveness of Process Approach in Developing German Teaching Writing Materials." In First International Conference on Technology and Educational Science. EAI, 2019. http://dx.doi.org/10.4108/eai.21-11-2018.2282258.

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Abata, Mercedes, Fabiola Cando, and Katty Toscano. "TEACHING WRITING TO CHILDREN: PRODUCT AND PROCESS APPROACH, A DUAL METHOD." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1821.

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Li, Sha. "Study on the Effect of Process Approach in College English Writing Teaching." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.274.

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Amalia, Qisthi, Zaharil Anasy, and Ratna Dewi. "The Effect of Using Process Approach on Students’ Writing of Descriptive Text." In Proceedings of the 5th International Conference on Education in Muslim Society, ICEMS 2019,30 September - 01 October 2019, Jakarta, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.30-9-2019.2291190.

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Mursal, Mursal, and Syahrul Ramadhan. "Development of Writing Learning Model Using Process Approach In Class III Elementary School." In Proceedings of the International Conference on Language, Literature, and Education (ICLLE 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/iclle-18.2018.16.

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Reports on the topic "Process approach to writing"

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Flower, Linda, John R. Hayes, Karen A. Schriver, Christina Haas, and Linda Carey. Planning in Writing: The Cognition of a Constructive Process. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada210434.

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Tringe, J., C. Zhu, C. May, et al. Fast Switches Formed by a Low Temperature Direct Ink Writing Process. Office of Scientific and Technical Information (OSTI), 2014. http://dx.doi.org/10.2172/1136151.

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Kirby, Michael. A Reductionist Approach to Process Discovery. Defense Technical Information Center, 2002. http://dx.doi.org/10.21236/ada414328.

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Richter, Eric S., Arthur L. McClellan, Jack Harrington, et al. Process Approach to Determining Quality Inspection Deployment. Defense Technical Information Center, 2015. http://dx.doi.org/10.21236/ada626099.

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Birman, Kenneth P. The Process Group Approach to Reliable Distributed Computing. Defense Technical Information Center, 1991. http://dx.doi.org/10.21236/ada238065.

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Birman, Kenneth P. The Process Group Approach to Reliable Distributed Computing. Revision. Defense Technical Information Center, 1992. http://dx.doi.org/10.21236/ada256787.

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Babcock, Luke, Olivia Donnelly, and Sarah Hartley. Development of a Standardized Approach to the Patient Dismissal Process. Florida State University College of Medicine, 2019. http://dx.doi.org/10.17125/1561385781.

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Xu, Dongyan, Eugene H. Spafford, and Xuxian Jiang. Process Coloring: An Information Flow-Preserving Approach to Malware Investigation. Defense Technical Information Center, 2009. http://dx.doi.org/10.21236/ada510177.

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Sataeva, D. M., and O. S. Kraynova. The process approach to recording and analysis of quality costs. Ljournal, 2018. http://dx.doi.org/10.18411/kray-2018-artc-00039.

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Chen, G., Z. Chen, and P. Tzeng. A non-parametric discovery process model - A least squares approach. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/261652.

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