Writing process approach: prewriting, drafting, and revising as overlapping cyclical task groups¶

Theory · All theories
Evidence · no claims cited

Description¶

The manual organizes writing instruction around a process approach that focuses less on the product than on the writer. It divides writing into three task groups — prewriting, drafting, and revising — plus proofreading and publishing, and stresses that the stages overlap and repeat. As the manual states, "Writing does not result from completing a series of tasks in a set order. Writers repeat certain steps." Teachers are urged to write themselves and with students to model the process.

Design Implications¶

Context¶

Requirements¶

• Teachers must understand how students write and should write themselves to model composing decisions

Constraints¶

• Each writer has a unique process; what works for one will not necessarily work for another

Target Learners¶

• Adult GED preparation students

Target Learning Objectives¶

• Compose an effective expository essay under test conditions

Claims¶

Related Theories¶

• Whole language approach: simultaneous teaching of language skills strengthens reading and writing together

Examples¶

• Prewriting Activities
• Self Monitoring In Writing
• Process Writing
• Collaborative Writing
• Goal Setting In Writing
• Process Writing Workshop
• Process Writing Approach
• Process-based Writing
• Writing Workshop

Key Sources¶

• Coombs, Lucinda H. (1987). The GED Writing Skills Test Essay Teacher Training Manual. Maine Dept. of Educational and Cultural Services / University of Maine. https://eric.ed.gov/?id=ED324536