
Process writing means that the writer should move away from
the view that written texts are a collection of grammatically
correct sentences. Process writing is connected with the different
subskills (stages) that the language writers use when they write.

Process writing refers to a broad range of strategies that include
pre-writing activities, such as defining audience, using a variety
of resources, planning the writing, as well as drafting and
revising. These activities, collectively referred to as processoriented instruction, approach writing as problem-solving.

The process of how ideas are developed and formulated in
writing.

“Good writing does not just happen. The best writers spend a
great deal of time thinking, planning, rewriting, and editing.”

The teacher’s role in the process model is to
facilitate the writing process rather than to
provide direct instruction (Teacher as the
facilitator).

Students are given considerable freedom
within the task.

Encourages students to communicate their own written
ideas. It focuses more on the fluency of producing ideas
than on the linguistic and grammatical accuracy of
these ideas. Inaccurate attempts at handwriting,
spelling, and grammar are accepted in this time and
dealt with later on in individual and small group
conference interviews.

Writing moves naturally from invention to convention.
Classmates and others, including the teacher, respond
to drafts (Freeman and Freeman 2004).

Prewriting: Selecting a topic and planning what to
say.

While Writing:
◦ Drafting: Putting a draft on paper.
◦ Revising: Making changes to improve writing.
◦ Editing: Correcting grammar, spelling, punctuation
marks and mechanics of writing.

Post writing:
◦ Evaluation: Assessment of the written work.
◦ Publishing: Publishing the final written work.
PRE-WRITING:
Students work cooperatively and write down all the ideas that come to mind in
connection with a topic. Students have to do the following:
 Group Brainstorming
 Group research on a writing topic
 Questioning (Journalist Questions)
 Discussion and Debate

Mapping / Clustering. The preferred prewriting technique for writers who are
visually oriented because it allows them to generate and organize ideas in a visual
context.

Writing the thesis statement: The writer (s) should write a comprehensive statement
that gives a complete and brief idea concerning what the writer will talk about in
the rest of the essay.

Individual writing.

Collaborative writing. Students work together to write a
previously agreed text.

Peer Revision: students exchange their first drafts of a text
and point out changes in the macro aspects of writing which
are needed to help the reader.

Peer editing (students exchange their first drafts of a text
and point out changes in the micro aspects of writing which
are needed to help the reader.

Whole class discussion of how a particular text might need
adjustment according to the audience it is addressed to.

Self-editing.
Conferencing.
Reformulation.



EVALUATION
Negotiated feedback in which the learner decides the
focus of the given evaluation.

PUBLISHING
Publishing the final product and sharing it with an
appropriate audience. It may be oral, visual, or written.
Thank you
so much
for
your attention