Teaching writing: process, practice and policy

This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussi...

Full description

Saved in:
Bibliographic Details
Published in:Changing English Vol. 29; no. 1; pp. 24 - 39
Main Author: Keen, John
Format: Journal Article
Language:English
Published: Abingdon Routledge 02.01.2022
Taylor & Francis Ltd
Subjects:
audience
Audience Awareness
drafting
Foreign Countries
Inferences
Instructional Effectiveness
learning writing
Pedagogy
Prewriting
procedural learning
process approach
Process Approach (Writing)
Reader Text Relationship
revising
Revision (Written Composition)
Secondary School Students
Student Development
Student writing
Student Writing Models
Teaching Methods
teaching writing
Writing
Writing (Composition)
Writing Instruction
Writing Skills
Writing Strategies
United Kingdom (England)
ISSN:1358-684X, 1469-3585
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:This article discusses two schemes for teaching writing in schools. One uses analysis of model texts into techniques and devices then application of these by students to their written compositions and one uses a process approach that includes pre-writing and exploring, drafting, sharing and discussing, revising and celebrating to exploit students' procedural knowledge of language at all levels of description. It argues that the process approach is more effective in facilitating the development of students' writing skills than the analysis-and-application methods currently adopted in secondary schools. It concludes that as the process approach is more effective, it will replace analysis-and-application for teaching writing.
Bibliography:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:1358-684X
1469-3585
DOI:10.1080/1358684X.2021.2008229