Non-native English speaking (NNES) students in higher educational settings face difficulties writing academic papers and, in response to these difficulties, often seek assistance in understanding cultural, rhetorical, linguistic aspect of writing in English (Harris & Silva, 1993; Powers & Nelson, 1995). One resource available to them is…

In this article, the author talks about the college writing center, which is a place of political confrontation, where cultural issues involving dialect and values are probed, contested, and negotiated. He suggests a post-process approach to composition--one that ushers writers into a world of exploration and social engagement--one that transcends…

Draws on the work of three students to argue for the value of treating writing as a tool for knowledge building. Claims when writing is used in this way, (1) students extend their repertoire of writing strategies, and (2) the effort students put into creating functionally effective texts plays a role in their learning. (NH)

In this article we propose, theorize, demonstrate, and report early results from a course that approaches first-year composition as introduction to Writing Studies. This pedagogy explicitly recognizes the impossibility of teaching a universal academic discourse and rejects that as a goal for first-year composition. It seeks instead to improve…

Looks at how writing instruction has progressed 25 years after Janet Emig and other scholars investigated the composing process of writing students and put forth the notion of process writing. Presents three teacher profiles that demonstrate the wide variety of classroom practice in writing instruction now in use. (TB)

In process-oriented composition studies, few concepts are more universally accepted than that of the decentered classroom. Ken Macrorie, Peter Elbow and Don Murray, in their publications of the late 1960s and early 1970s, began a movement to place students, with their writing and their ideas, at the center of writing instruction. While most…

To integrate second language writing with composition theories, a college writing instructor became a teacher-researcher in an ESL writing workshop course. Studying the writing experience of a Malaysian-American student in a process-oriented writing class helped to clarify what happens when non-native speakers begin to take on the identity of a…

Presents a report of the second and third years of a study that describes one teacher's experience with change as he implements a process approach to the teaching of writing. Shows the development of a multistrand program that facilitates the writing development of the class as a whole. (MG)

Presents the first year findings of a three-year longitudinal collaborative research project which focuses on one teacher's professional growth as he moves from a product-oriented to a process-oriented approach to teaching writing. (JK)

A study examined how teachers change as they implement a process writing approach. Four questions provided the framework for the study: (1) How do teachers' perceptions of themselves as writers influence their writing instruction? (2) How do teachers at different grade levels implement process writing instruction? (3) What institutional and…