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…

Explains why the author, a staunch disciple of teaching writing as a process, teaches a primarily product-oriented technical writing course. Describes how he incorporates process theory into the course. Defends the emphasis on the process approach in graduate programs for writing teachers. (SR)

Argues that the process approach to writing should not be stressed too heavily in business communication courses because the process may (1) be a luxury; (2) be an illusion; and (3) vary so much between writers that urging a set series of steps might accomplish little and make inefficient use of class time. (JD)

Discusses the essential difference between the writing process and its product; namely, that the former is a private and unique activity, whereas the latter is an observable artifact that can be publicly evaluated. Argues that even proponents of the process approach to writing cannot escape basing their discussions on products. (JD)

Claims that the product approach to business writing prescribes a way of operating similar to imitation and creates an illusion of a static world when, in reality, the business environment is constantly in flux. Argues that the process approach to writing instruction should be used in business communication classes. (JD)

Describes the Self-Directed Process Approach (SDPA) to teaching writing, specifically in regard to teaching Technical Report Writing to a class of 114 engineering students in the National Diploma course in Nigeria. SPDA teaches students to be their own educators and to be responsible for their own improvement; hence it is especially suitable for…

Discusses the benefits of using a "process" approach to writing instruction. Claims that beginning a writing course by reading about and discussing the approach makes students excited to use the same technique as professional writers and aware of the skills writing requires. (JD)