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Journal articles on the topic 'Writing Process Theory'

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Published: 4 June 2021

Last updated: 11 February 2022

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1

Glick, Robert Alan, and Gloria Jean Stern. "Writing About Clinical Theory and Psychoanalytic Process." Journal of the American Psychoanalytic Association 56, no. 4 (December 2008): 1261–77. http://dx.doi.org/10.1177/0003065108326108.

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2

Reed, W. Michael. "Problem-Solving, Writing Theory, and Composing Process Software." Computers in the Schools 4, no. 3-4 (August 9, 1988): 178–90. http://dx.doi.org/10.1300/j025v04n03_20.

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3

Campbell, JoAnn. "Writing to Heal: Using Meditation in the Writing Process." College Composition and Communication 45, no. 2 (May 1994): 246. http://dx.doi.org/10.2307/359010.

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4

O’Doherty, Damian P. "Revitalising labour process theory: a prolegomenon to fatal writing." Culture and Organization 15, no. 1 (March 2009): 1–19. http://dx.doi.org/10.1080/14759550802709509.

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5

Kusá, Jana. "Theory of knowledge space and monitoring of writing process." e-Pedagogium 16, no. 4 (August 1, 2016): 7–14. http://dx.doi.org/10.5507/epd.2016.040.

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6

Brent, Harry, Elizabeth McMahan, Susan Day, and Robert Funk. "Literature and the Writing Process." College Composition and Communication 39, no. 1 (February 1988): 102. http://dx.doi.org/10.2307/357838.

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Beauvais, Lucie, Monik Favart, Jean-Michel Passerault, and Caroline Beauvais. "Temporal Management of the Writing Process." Written Communication 31, no. 3 (June 13, 2014): 251–79. http://dx.doi.org/10.1177/0741088314536361.

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8

GUNNARSSON, BRITT-LOUISE. "Text Comprehensibility and the Writing Process." Written Communication 6, no. 1 (January 1989): 86–107. http://dx.doi.org/10.1177/0741088389006001006.

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9

Marin, Louis, and Greg Sims. "Picasso: Image Writing in Process." October 65 (1993): 89. http://dx.doi.org/10.2307/778765.

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10

Champion, Laurie, and Victor A. Doyno. "Writing "Huck Finn": Mark Twain's Creative Process." American Literature 64, no. 4 (December 1992): 825. http://dx.doi.org/10.2307/2927655.

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11

Bagaskara, Roy. "REORIENTATION OF ANDRAGOGY THEORY IN THE LEARNING PROCESS." JURNAL PENDIDIKAN ROKANIA 4, no. 3 (November 2, 2019): 315. http://dx.doi.org/10.37728/jpr.v4i3.241.

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The purpose of writing this article is to reintroduce the concept of adult learning (andragogy). Because basically learning adults with children is different. It is said by adults, when physically, biologically, and psychologically mature. The method of writing this article uses the literature study method. Knowles explained that andragogy is an art of teaching for adults. According to Knowles there are four main assumptions that distinguish between andragogy and pedagogy, namely: self-concept, experience, readiness for learning, and orientation towards learning activities. The application into the learning process is to create a pleasant learning atmosphere, pleasant physical environment. Identification of the needs of learning citizens is identified together between learning citizens and tutors so that it can be known the real situation. Fourth, learning experiences are arranged together between learning citizens and tutors so that they will feel ownership of the material to be delivered. Keywords: Reorientation, Learning, Andragogy

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12

Lynn, Steven. "Reading the Writing Process: Toward a Theory of Current Pedagogies." College English 49, no. 8 (December 1987): 902. http://dx.doi.org/10.2307/378122.

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13

Chong, Hee Mo. "Critical Reevaluation of Flower & Hayes’s Process Theory of Writing." Korean Journal of Literacy Research 9, no. 3 (August 31, 2018): 277–307. http://dx.doi.org/10.37736/kjlr.2018.08.9.3.277.

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14

Mirskin, Jerry. "Writing as a Process of Valuing." College Composition and Communication 46, no. 3 (October 1995): 387. http://dx.doi.org/10.2307/358712.

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15

Rankin, Elizabeth. "Student Writing Groups: Demonstrating the Process." College Composition and Communication 40, no. 3 (October 1989): 356. http://dx.doi.org/10.2307/357785.

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16

GUNNARSSON, BRITT-LOUISE. "The Writing Process from a Sociolinguistic Viewpoint." Written Communication 14, no. 2 (April 1997): 139–88. http://dx.doi.org/10.1177/0741088397014002001.

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17

Concha, Soledad, and Jeanne R. Paratore. "Local Coherence in Persuasive Writing: An Exploration of Chilean Students’ Metalinguistic Knowledge, Writing Process, and Writing Products." Written Communication 28, no. 1 (October 29, 2010): 34–69. http://dx.doi.org/10.1177/0741088310383383.

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18

Wang, Rong. "A Study of Junior High School English Writing Teaching Based on Scaffolding Theory." IRA International Journal of Education and Multidisciplinary Studies 17, no. 3 (August 9, 2021): 130. http://dx.doi.org/10.21013/jems.v17.n3.p3.

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Writing, as an important language skill, receives much attention in language teaching in junior high school. Traditional writing teaching always asks students to remember examples by heart to collect language resources, which plays no real function to improve students’ writing skills. Thus, it is necessary to design the writing class in an effective way. This thesis aims to illustrate how to build scaffolding for students during the process approach to writing and help them complete the writing tasks. This method focuses on the process of building scaffolding to facilitate the writing process, rather than only emphasizing the outcome. Through the classroom observation and cases analysis, the author further explores the scaffolding theory in English writing teaching in junior high school.

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19

Pennebaker, James W. "Writing About Emotional Experiences as a Therapeutic Process." Psychological Science 8, no. 3 (May 1997): 162–66. http://dx.doi.org/10.1111/j.1467-9280.1997.tb00403.x.

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For the past decade, an increasing number of studies have demonstrated that when individuals write about emotional experiences, significant physical and mental health improvements follow The basic paradigm and findings are summarized along with some boundary conditions Although a reduction in inhibition may contribute to the disclosure phenomenon changes in basic cognitive and linguistic processes during writing predict better health Implications for theory and treatment are discussed

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20

Wagner, Kenneth, and Tony Magistrale. "Writing across Culture: An Introduction to Study Abroad and the Writing Process." College Composition and Communication 48, no. 2 (May 1997): 309. http://dx.doi.org/10.2307/358689.

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21

Kalan, Amir. "A Practice-Oriented Definition of Post-Process Second Language Writing Theory." TESL Canada Journal 32, no. 1 (March 25, 2015): 1. http://dx.doi.org/10.18806/tesl.v32i1.1196.

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This article is a synthesis of the scholarly literature on the post-process approach to teaching second language (L2) writing, particularly college and university composition in English as an additional language. This synthesis aims to offer a definition of post-process L2 writing that can readily lend itself to practice and be more accessible to practitioners. All the publications that had either substantially or marginally discussed post-process theory since 1990 were systematically reviewed in order to answer the following question: What is a definition of post-process L2 writing theory that can readily lend itself to pedagogy and actual practice for helping college and university writers of English as an additional language?Cet article est une synthèse de la littérature savante sur la méthode post-processus de l'enseignement de la rédaction en langue seconde (L2), notamment de l'écriture dans les cours d'anglais langue additionnelle dans les collèges et les universités. L'objectif de cette synthèse est de proposer une définition de la rédaction post-processus en L2 qui puisse se prêter facilement à la pratique et être plus accessible aux praticiens. On a examiné systématiquement toutes les publications ayant porté, ou même évoqué, la théorie du post-processus depuis 1990 et ce, de sorte à répondre à la question suivante : Quelle définition de la rédaction post-processus en L2 peut facilement se prêter aux fins pédagogiques et pratiques dans les cours d'anglais langue additionnelle dans les collèges et les universités?

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22

Slavkov, Nikolay. "Sociocultural Theory, the L2 Writing Process, and Google Drive: Strange Bedfellows?" TESL Canada Journal 32, no. 2 (November 30, 2015): 80. http://dx.doi.org/10.18806/tesl.v32i2.1209.

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This article draws on sociocultural theory and the process approach to writing as familiar and widely used elements of second language pedagogy that can be leveraged in interesting new ways through the use of digital technology. The focus is on a set of affordances offered by Google Drive, a popular online storage and document-sharing technology. On the assumption that dynamic collaboration with peers, teacher feedback, and authentic computer-mediated tasks contribute to the development of writing skills, Google Drive can be seen as an effective tool for meaningful and cost-effective technology-enriched instruction that entails po- tential advances in pedagogical practice. An overview of the app’s user-friendly interface is provided from a nonspecialist perspective, followed by a discussion of how one may go about organizing a writing course using the tool in a language lab or online. Specific examples of tasks used in ESL courses at a North American postsecondary institution are included. Cet article puise dans la théorie socioculturelle et l’approche à l’écriture par pro- cessus, des concepts bien connus et répandus en enseignement L2 et dont on peut tirer parti de façons innovatrices grâce à la technologie numérique. Notre étude porte sur les capacités de Google Drive, une technologie populaire qui permet le stockage en ligne et le partage de documents. Tenant comme acquis que la colla- boration dynamique avec les pairs, la rétroaction de la part des enseignants et les tâches authentiques assistées par ordinateur contribuent au développement des compétences en écriture, nous présentons Google Drive comme un outil tech- nologique efficace et rentable qui vient enrichir la pédagogie de l’enseignement authentique. Nous offrons un aperçu de l’interface conviviale de l’application du point de vue d’un non-spécialiste pour ensuite discuter de la façon d’organiser, dans un laboratoire d’informatique ou en ligne, un cours d’écriture avec Google Drive. Des exemples spécifiques de tâches employées dans des cours d’ALS dans une institution post-secondaire en Amérique du Nord sont présentés.

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23

Flower, Tim. "A Writer's Block Model of the Writing Process." Written Communication 11, no. 4 (October 1994): 564. http://dx.doi.org/10.1177/0741088394011004005.

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24

Bean, John C., and Donald M. Murray. "Read to Write: A Writing Process Reader." College Composition and Communication 38, no. 3 (October 1987): 366. http://dx.doi.org/10.2307/357767.

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25

Winter, Janet K., and Esther J. Winter. "Adapting Composition Theory to the Business Communication Course." Business Communication Quarterly 58, no. 1 (March 1995): 43–46. http://dx.doi.org/10.1177/108056999505800110.

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Composition research provides a vast field of information from which business communication instructors can draw. Major changes in techniques for responding to student writing include teaching the process of writing and ways to teach grammar.

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26

Chang, Xiaoling. "An Integrated Model of Teaching Theory and Action Research in POA-based Textbook Writing." Chinese Journal of Applied Linguistics 43, no. 3 (September 25, 2020): 359–72. http://dx.doi.org/10.1515/cjal-2020-0023.

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AbstractTeaching theories provide important guidance for language teaching materials development, but there is little research on how textbook writers apply teaching theories in the actual writing process. This study analyzes the process of compiling iEnglish, a series of textbooks based on the Production-Oriented Approach (POA) and proposes an Integrated Model of Teaching Theory and Action Research for textbook writing. By elaborating the roles of teaching theory and action research at different stages of textbook writing and the interaction between theory and practice during the process, the study concludes that the Integrated Model can promote both textbook improvement and theory refinement.

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27

Bueno, Bernardo. "Creative Writing in Brazil: personal notes on a process." New Writing 15, no. 2 (January 19, 2018): 140–47. http://dx.doi.org/10.1080/14790726.2017.1418385.

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28

Cosgrove, Shady Ellen. "Liminality and process: strategies for the creative writing classroom." New Writing 18, no. 3 (January 14, 2021): 355–63. http://dx.doi.org/10.1080/14790726.2020.1855201.

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29

Laviosa, Flavia. "The Writing Process of Italian as a Second Language: Theory and Practice." Italica 71, no. 4 (1994): 484. http://dx.doi.org/10.2307/479667.

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30

KENNEDY, MARY LYNCH. "The Composing Process of College Students Writing from Sources." Written Communication 2, no. 4 (October 1985): 434–56. http://dx.doi.org/10.1177/0741088385002004006.

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31

Zhang, Xiaoqin, Shengxin Wang, Yanling Cao, and Guangqi Chen. "Application of Analytical Hierarchy Process in Teaching Quality Analysis of English Writing." International Journal of Emerging Technologies in Learning (iJET) 15, no. 14 (July 31, 2020): 137. http://dx.doi.org/10.3991/ijet.v15i14.15359.

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There are two major problems in the evaluation of the teaching quality of English writing: the weak logic of the evaluation system and the low reliability of the evaluation model. To solve the problems, this paper put forward an evaluation method for the teaching quality of English writing based on the analytical hierarchy process (AHP). Firstly, the authors reviewed the current evaluation methods for the teaching quality of English writing. Next, hierarchical evaluation systems were established for the teaching quality of English writing from the perspectives of teachers and students, respectively. After that, the AHP method and the grey theory were introduced to set up an evaluation model for the teaching quality of English writing. Finally, several strategies were presented to improve the teaching quality of English writing. The proposed evaluation systems and model enriched the theories on teaching quality evaluation of English writing, and promoted the teaching quality of English writing.

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32

de Smet, Milou J. R., Mariëlle Leijten, and Luuk Van Waes. "Exploring the Process of Reading During Writing Using Eye Tracking and Keystroke Logging." Written Communication 35, no. 4 (July 19, 2018): 411–47. http://dx.doi.org/10.1177/0741088318788070.

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This study aims to explore the process of reading during writing. More specifically, it investigates whether a combination of keystroke logging data and eye tracking data yields a better understanding of cognitive processes underlying fluent and nonfluent text production. First, a technical procedure describes how writing process data from the keystroke logging program Inputlog are merged with reading process data from the Tobii TX300 eye tracker. Next, a theoretical schema on reading during writing is presented, which served as a basis for the observation context we created for our experiment. This schema was tested by observing 24 university students in professional communication (skilled writers) who typed short sentences that were manipulated to elicit fluent or nonfluent writing. The experimental sentences were organized into four different conditions, aiming at (a) fluent writing, (b) reflection about correct spelling of homophone verbs, (c) local revision, and (d) global revision. Results showed that it is possible to manipulate degrees of nonfluent writing in terms of time on task and percentage of nonfluent key transitions. However, reading behavior was affected only for the conditions that explicitly required revision. This suggests that nonfluent writing does not always affect the reading behavior, supporting the parallel and cascading processing hypothesis.

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33

Thalhofer, Helga. "Epos und Periplous: Dichtung und Dokumentation in Camões’ Lusíadas." arcadia 51, no. 2 (November 1, 2016): 247–70. http://dx.doi.org/10.1515/arcadia-2016-0022.

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AbstractIn Luís de Camões’s epic The Lusiads, diverse semantic levels of writing overlap. The intertwining of poetry and documentation results here in perspectives on writing that judge it in different ways, since a tension springs up in The Lusiads between poetry and the new fields of knowledge concerning experimental ‘New Science’ and nautical experience. With respect to the poetics of The Lusiads, this tension becomes evident when a line is drawn from the Renaissance to classical antiquity. A further level of writing can be seen in the field of the shipping of writings – primarily of the founding work of The Lusiads – which was, from a textually external point of view and from that of the history of the media – facilitated by book printing; conversely, the process of writing down ships, that is, their routes registered on maps and in the periplus, manifests itself in Camões’s epic in the form of a documentary mode of writing.

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34

Trimbur, John, Patricia Bizzell, C. H. Knoblauch, Lil Brannon, and Kurt Spellmeyer. "Taking the Social Turn: Teaching Writing Post-Process." College Composition and Communication 45, no. 1 (February 1994): 108. http://dx.doi.org/10.2307/358592.

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35

Waller, Margaret A. "Addressing Student Writing Problems: Applying Composition Theory to Social Work Education." Journal of Baccalaureate Social Work 5, no. 2 (March 1, 2000): 161–66. http://dx.doi.org/10.18084/1084-7219.5.2.161.

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Contemporary social workers are called upon to write for multiple purposes and audiences, and the quality of their writing impacts the effectiveness of their efforts on behalf of clients. Social work educators have the responsibility to prepare BSW students to meet the literacy requirements of the profession. Drawing upon contemporary composition theory, the author explains current knowledge about the process of writing development and presents strategies for teaching basic writing skills as well as the specialized forms of writing that the profession requires.

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36

Islam, Rukmana Fachrul. "Revisiting the Universality of Multiple Intelligences Theory in English Writing Classroom: Putting Theory Into Practice." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (March 28, 2019): 148–55. http://dx.doi.org/10.34050/els-jish.v2i1.6238.

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The present study was undertaken based on an assumption that there is no full guarantee that the university-level students from English department could be easily successful in writing activities. This might be as a result of differences in individuals’ characteristics contributing to language learning process, and even better it has something to do with the so-called “Intelligence”. While some relevant studies concerned about the relationship between the students’ Multiple Intelligence profile and their ability in language learning, the current findings contradicted the findings that of researches. In relation with writing skill, some show a significant correlation, some found only partial correlation, and some illustrated insignificant correlation between the observed variables. To have a clearer picture as to this arguable issue, the present study’s aim was about to look into the relationship between multiple intelligences as a whole part and linguistic intelligence as a part of multiple intelligences, and writing performance of English department students in a state university. This study employed mix method and the instruments applied were MI Inventory, a writing scale adopted from IELTS writing task 2, and interview. A small number of students, 27 students, actively participated in this study, and the findings indicated that insignificant correlation existed between students’ writing performance and their MI profile as a whole part or as independent intelligence, namely linguistic intelligence.

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37

Fischer, Jean-Paul, and Christophe Luxembourger. "A Synoptic and Theoretical Account of Character (Digits and Capital Letters) Reversal in Writings by Typically Developing Children." Education Sciences 8, no. 3 (September 2, 2018): 137. http://dx.doi.org/10.3390/educsci8030137.

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Reversing characters (digits and letters) when writing, and complete mirror writing, raise one of the oldest and most mysterious questions in developmental and educational psychology: Why do five-year-old children write symbols (e.g., ꓱ for E) they have neither learnt nor seen? Attempts to draw up a complete explanatory theory of character reversal in writings by typically developing children were long hindered by the existence of a seemingly satisfactory explanation (left-hand writing), the failure to bring together research in neuropsychology and educational psychology, and the failure to consider the shape and structure of the characters. The present paper remedies this situation by describing a new, comprehensive theory based on recent neuropsychological findings and extensive empirical observations. The theory assumes that a character’s orientation, detected in the early visual processing area, is deleted (or made inaccessible) by the mirror generalization process during transfer to memory. Consequently, there is a period, usually around age five, during which children have representations of the characters’ shapes but not their orientations. Hence, when asked to write a character, children have to improvise its orientation, and the orientation they choose (implicitly, non-consciously) is often derived from the writing direction in their culture.

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38

Agustina, Widya, and Lilies Youlia Friatin. "STUDENTS’ VOICE: APPLYING BRAIN-WRITING IN WRITING RECOUNT TEXT." Jurnal Wahana Pendidikan 6, no. 2 (December 6, 2019): 9. http://dx.doi.org/10.25157/wa.v6i2.2967.

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This study was aimed at finding out thestudents’ perceptions about the implementation of brain-writing in teaching writing recount text.In order to support the data analysis, the writers used the theory from Sadker and Ellen (2007, p. 6)about the steps in implementing brain writing technique in teaching recount text. Furthermore, in conducting this study the writers used qualitative research in which case study was employed to collect the data from participants in this research that was English teacher who taught recount text through brain-writing technique. Moreover, interview was the instrument used by the writers in collecting the data, then the data analyzed qualitatively. Based on the research findingsthe writersconcluded that the teacher did some steps in implementing brain-writing including. Overall, the steps in implementing brain-writing was relevant with the theory from Sadker, Ellen (2007, p. 6).The second conclusion was about student’s perception in implementing brain-writing technique in teaching writing recount text, the writers concluded that the students viewed the teaching-learning process of recount text through brain-writing technique was enjoy activities that not only improve students’ motivation and students’ achievement.Moreover, the writers suggests that the further researcher to investigate students’ difficulties on the use brain-writing technique in teaching writing

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39

Haskel-Shaham, I., E. Cohen-Sayag, and R. Heimann. "'There is no writing that is writing without teachers'—Teachers' role in the writing process of a seminar paper." L1 Educational Studies in Language and Literature 20, Running Issue, Running Issue (December 2020): 1–27. http://dx.doi.org/10.17239/l1esll-2020.20.01.13.

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40

Tobin, Lad, and Thomas Newkirk. "Taking Stock: The Writing Process Movement in the '90s." College Composition and Communication 47, no. 4 (December 1996): 619. http://dx.doi.org/10.2307/358616.

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41

Womack, Shawn. "Writing on the Divide: The Theorizing Choreographer." Congress on Research in Dance Conference Proceedings 41, S1 (2009): 22–29. http://dx.doi.org/10.1017/s2049125500000868.

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This article makes the case for a less-traveled move across the choreographer-scholar divide—the theorizing choreographer over against the scholar as “performing theorist.” Performative writing exercises exemplify an embodied writing practice in which choreographic process is conjoined with critical theory to write back into one's dance as a reflective and reflexive practice. How might choreographic process infiltrate academic writing methods with its inscriptive bones, interpretive muscle, and theoretical backbone? The premise is that bodily action and choreographic knowledge enlivens the writing process and critical inquiry revitalizes the dance.

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42

Grant, Gary. "Writing as a Process of Performing the Self: Sam Shepard's Notebooks." Modern Drama 34, no. 4 (December 1991): 549–65. http://dx.doi.org/10.3138/md.34.4.549.

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43

Berliner, Jonathan. "Written in the Birch Bark: The Linguistic-Material Worldmaking of Simon Pokagon." PMLA/Publications of the Modern Language Association of America 125, no. 1 (January 2010): 73–91. http://dx.doi.org/10.1632/pmla.2010.125.1.73.

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Simon Pokagon's writings exemplify a complex process of linguistic‐material worldmaking. His birch‐bark booklets bring together multiple cultural traditions, including nineteenth‐century tourist art, traditional Algonquian writing, and a long history of writing on bark that dates to the early history of writing itself. Neither purely things nor purely texts, these documents interweave nature and culture in such a way that Pokagon can be said to be engaging in a process of naturalization whereby the cultural is presented as a feature of nature. To promote his reformist agenda, Pokagon capitalizes on a rich cache of naturalist symbolism that was of particularly high cultural value in Victorian America. What is perhaps most notable about Pokagon's use of naturalization is that he makes this linguistic trope into a materialist discourse. (JB)

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44

Wirhayati, Wirhayati. "Interactive Teaching in Writing Session of English Department Students." Lexeme : Journal of Linguistics and Applied Linguistics 2, no. 1 (September 17, 2020): 24. http://dx.doi.org/10.32493/ljlal.v2i1.6992.

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Interactive writing is a writing process used to teach students how to write a paragraph. The process involves the sharing of writing between the teacher and students. It can be in a group of students. The purpose of this research was to know the development of writing skill in the students of English Department through interactive method. All participants were the students of the English Department Faculty of Letters of Pamulang University. Interactive writing is an effective method as the teacher role is very important. A Theory used is Brown’s theory (2000). The procedure is to teach students how to write well by allowing them to directly copy the demonstration of the teacher. Interactive writing helps students improve their writing skills as using the same example as the teacher and creates the right mindset for the students to copy the technique of writing a paragraph by the teacher correctly. By directly following the guide of the teacher, the students writing is better than they use their own writing. As an introduction to writing, interactive writing is a useful and successful technique for teachers to use in teaching the basics.

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45

Van Hout, Tom, and Geert Jacobs. "News production theory and practice." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 18, no. 1 (March 1, 2008): 59–85. http://dx.doi.org/10.1075/prag.18.1.04hou.

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This paper considers notions of agency, interaction and power in business news journalism. In the first part, we present a bird’s eye view of news access theory as it is reflected in selected sociological and anthropological literature on the ethnography of news production. Next, we show how these theoretical notions can be applied to the study of press releases and particularly to the linguistic pragmatic analysis of the specific social and textual practices that surround their transformation into news reports. Drawing on selected fieldwork data collected at the business desk of a major Flemish quality newspaper, we present an innovative methodology combining newsroom ethnography and computer-assisted writing process analysis which documents how a reporter discovers a story, introduces it into the newsroom, writes and reflects on it. In doing so, we put the individual journalist’s writing practices center stage, zoom in on the specific ways in which he interacts with sources and conceptualize power in terms of his dependence on press releases. Following Beeman & Peterson (2001), we argue in favor of a view of journalism as ‘interpretive practice’ and of news production as a process of entextualization involving multiple actors who struggle over authority, ownership and control.

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46

Racelis, Juval V., and Paul Kei Matsuda. "Integrating process and genre into the second language writing classroom: Research into practice." Language Teaching 46, no. 3 (June 5, 2013): 382–93. http://dx.doi.org/10.1017/s0261444813000116.

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The field of second language (L2) writing has moved beyond the false dichotomies between process- and genre-based pedagogies perpetuated in the 1980s and 1990s, but there has still been little research on how the two are actually reconciled in the classroom. Consequently, L2 writing instructors are left with an incomplete picture, unsure how to incorporate such research into their own classrooms. This paper describes how one teacher, Juval, encountered the research on process- and genre-based pedagogies and negotiated his understanding of this research into his practice. Alongside Juval's voice is the voice of a teacher educator, Paul, setting these frameworks in the context of larger developments in the field of L2 writing. Their discussion takes Juval from his initial view of writing as a grammar-elicitation task to his resort to research for answers to the complex needs of his students. With further support from colleagues, Juval reaches a place where the two pedagogies are not only reconciled but work together to prepare his students for their writing tasks. His narrative chimes with the experience of many L2 writing teachers and should inspire novice and experienced teachers to reflect on their relationship with theory and research.

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Melgarejo Melgarejo, Daniel Albeiro. "Assessing Children ́s Perceptions of Writing in EFL based on the process approach." Colombian Applied Linguistics Journal 12, no. 1 (June 8, 2011): 70. http://dx.doi.org/10.14483/22487085.92.

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This action research study focused on the analysis of children’s perceptions of writing in English as a Foreign Language (EFL) and was grounded in the theory of the process approach. This approach was considered in view of students’ negative perceptions on writing, their lack of motivation to write, and their poor writing skills in EFL. Therefore, a number of cognitive processes such as planning, translating thought into text and revising were included. The children who took part in the study were between 9 and 13 years old and were in the intermediate English level at a language institute in a public university in Bogota. The aim was to consider such perceptions and see how they evolved during the implementation of workshops based on the stages proposed by the process approach. Furthermore, in addition to an analysis of student perceptions, a secondary aim was to motivate students to write and to help improve their written productions. The data gathered through portfolios, conferences, journals and logs showed that the students changed their prior negative perceptions on writing in EFL, felt motivated to carry out writing tasks, and became more self-aware of their writing practices.

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Foley, J. A. "Scaffolding in the Indonesian classroom from theory and practise." SHS Web of Conferences 42 (2018): 00001. http://dx.doi.org/10.1051/shsconf/20184200001.

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Too often descriptions of language learning have focused primarily on the language components or the structural features. However, there is an increasing recognition that patterns of discourse realised through text rather than a sentence based approach to language description is turning away from discrete form-based aspects of language learning to focus on the effectiveness of how learners get their messages and ideas across to others. This paper will take as an example the process of writing as it is probably the most difficult of the language skills required of our learners. The cultural context is that of the ASEAN classroom in general and how we can go about scaffolding the writing process to help prepare Indonesian students for their potential role in the ASEAN of the future.

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Dijck, J. F. T. M. van. "Amerikaanse Schrijfprogramma's." Toegepaste Taalwetenschap in Artikelen 32 (January 1, 1988): 39–59. http://dx.doi.org/10.1075/ttwia.32.04dij.

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Writing instruction in American colleges has changed significantly over the last five years. Until the 1980s, the field of composition has been sustained by attention to the written product. Many researchers, however, have moved their focus to the writing process and its rhetorical context. The implications of this paradigmshift have become apparent in the practice of writing programs: many innovative writing programs base their freshman composition courses on 'writing-as-a-process' and 'writing-to-learn' principles. At the University of California, San Diego two writing programs have adopted this approach and they have developed effective composition courses. Although the American college-curriculum is different, these recent developments in writing theory and practice could be quite relevant for Dutch post-secondary education.

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Fadhly, Fahrus Zaman. "EXPLORING COGNITIVE PROCESS OF RESEARCH TOPIC SELECTION IN ACADEMIC WRITING." English Review: Journal of English Education 7, no. 1 (December 1, 2018): 157. http://dx.doi.org/10.25134/erjee.v7i1.1535.

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The purpose of this research is to explore and reconstruct the cognitive processes experienced by Indonesian scientific writers in selecting research topic in academic writing. By using grounded theory approach, this research explored the Indonesian scientific writers cognitive processes and revealed eleven ways or approaches in finding and selecting research topics, i.e: institutional research road map, literature review, search before research, research trends in the world, national topics of research, interpretation of regulations, court decisions, pros and cons of actual cases or topics, discussion and research sharing method, exposure of controlled data, and looking for possible space for existing papers. Each expertise background dicipline has its own ways and approaches in research topic selection, but there is red thread: the selection and determination of research topics rests on literature review. This research endorses practical approaches to find out research topics containing novelties and state of the art of the research in each discipline.Keywords: cognitive process; academic writing; research topic selection; Indonesian scientific writers; search before research.

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