What is process writing?
Process writing is defined as writing that shifts the emphasis from the product of writing to the process that is followed to create the product (D. Mercer, A. Mercer, Pullen pg. 367). Process writing includes 5 stages: prewriting, drafting, revising, editing, and publishing.
Who can benefit from this strategy?
Process writing is beneficial for students of all ages, as it provides a solid foundation for developing and expressing ideas. The process can be shortened to prewriting, drafting, and publishing for younger students. (D. Mercer, A. Mercer, P. Pullen pg. 367) It is particularly helpful for students with specific learning disabilities who struggle to organize their thoughts for the purpose of writing. Additional benefits of this strategy are that students find more significance in what they are writing and they are encouraged to do so more independently.
What are the challenges to this strategy?
This strategy may not focus enough on the mechanics of writing. Some students will specific learning disability may need an approach that is more skill based.
How would I teach and promote the generalization of this strategy?
Graphic organizers are the perfect tool for teaching this strategy. I would encourage teachers to use this to make the steps of process writing more memorable and concrete. For younger students or students with disabilities, I would recommend WH questions and sentence starters. For more advanced students, I suggest introducing a number of ways to brainstorm and outline ideas and letting them discover what works best for them.
Process writing is defined as writing that shifts the emphasis from the product of writing to the process that is followed to create the product (D. Mercer, A. Mercer, Pullen pg. 367). Process writing includes 5 stages: prewriting, drafting, revising, editing, and publishing.
Who can benefit from this strategy?
Process writing is beneficial for students of all ages, as it provides a solid foundation for developing and expressing ideas. The process can be shortened to prewriting, drafting, and publishing for younger students. (D. Mercer, A. Mercer, P. Pullen pg. 367) It is particularly helpful for students with specific learning disabilities who struggle to organize their thoughts for the purpose of writing. Additional benefits of this strategy are that students find more significance in what they are writing and they are encouraged to do so more independently.
What are the challenges to this strategy?
This strategy may not focus enough on the mechanics of writing. Some students will specific learning disability may need an approach that is more skill based.
How would I teach and promote the generalization of this strategy?
Graphic organizers are the perfect tool for teaching this strategy. I would encourage teachers to use this to make the steps of process writing more memorable and concrete. For younger students or students with disabilities, I would recommend WH questions and sentence starters. For more advanced students, I suggest introducing a number of ways to brainstorm and outline ideas and letting them discover what works best for them.