Discusses three measures of process assessment, describing checklists, conferences, and self-assessment that focus on the writing process and what writers do as they write. (SR)

Explains how a teacher teaches process writing in her mainstream high school classes, despite her obligation to cover grammar, literature, vocabulary, research, and communication. Shows how some approaches to process writing can be modified to fit it into a tighter, more structured course. (TB)

Asserts that writing assessment should reflect current composition pedagogy, and offers a design to assess process writing. Discusses the development of the scoring criteria and the selection of range finders, as well as the standardization of training and scoring procedures. (PRA)

Argues the relative merits of using in-process and retrospective journals, during and after the writing process, to empower students to explore and use their own ways of constructing knowledge to make connections as they write. (KEH)

Maintains that the unfettered process approach to writing instruction has been just as artificial as the traditional skill training approach and that students need structure, models to practice from, and improvement of mechanical skills, as well as time to think through their ideas, to revise them, and to write for real audiences. (EL)

This paper offers a critical review of new approaches to genre, including the process, workshop, communication, and traditional approaches, and asks what English teaching can learn from them amidst ongoing debates about repertoire, multiliteracies, and the influence of new technologies. It argues that a flexible, participatory and critical view of…

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)

Discusses the processes by which students think through and compose essays. Shows how writers often begin with the conclusion, or the ending. Provides a basic three-step model which allows students to analyze literary works systematically, with the objective of producing organized essays. (HB)

Explains how an English teacher settled into an unproductive, formulaic approach to teaching writing and how he reformed himself and his teaching through a discovery of the processes involved in writing. Describes exercises and notebooks that furthered his new "process" approach to teaching writing. (TB)

Responds to Raymond Rodrigues's l985 "English Journal" article presenting reservations about a too-narrow and too-dogmatic definition and application of the writing process approach to the teaching of writing. Addresses concerns that the article would provide ammunition from the traditionalists and that new writing process converts would find…

Provides a detailed description of a way to encourage students to write for a purpose and to actively engage in the evaluation of their product. (Author/VWL)

Reminds readers of the processes involved in writing and how journalists fit into that model. Discusses how the approaches used by writing teachers have changed. (MG)

A series of six related lessons is presented that covers the three stages of process writing in which secondary students work in pairs and groups. Covering 11 35-minute periods, the lessons include prewriting, writing, and postwriting. Sample questions are appended. (Contains five references.) (LB)

Implementation of a new program is a complex process of putting ideas into action. Program implementation can be characterized through the identification of interrelated factors which determine the success or failure of implementation of an innovation. Writing as a process has been perceived as a successful teaching methodology for many years, but…

Examines the attitudes of students to several aspects of the writing process. Concludes that the process approach to writing improved students' attitude toward composition. (SRT)