Process-Oriented Training As coaches, there are several methods we can use to get the most out of our athletes. I have found that when an athlete begins they are only concerned about how fast they can get, not how to get fast. The standard answers of to get faster, stronger, etc are too nebulous in nature to truly use.
Updating the process approach: The Process Approach Most research in writing pedagogy today concludes that the most effective way to teach writing is through a process approach. This approach assumes that a writer needs to be writing for authentic purposes in an extended process that includes prewriting, writing, revising, and editing--though these are done in a recursive manner rather than in discrete steps.
As writers work through the writing process, they move through recursive steps that first emphasize fluency i. The last step in the process is publishing, sharing one's finished draft, after which some of the steps of the process may once again be revisited.
In process-oriented classrooms, students enjoy: Teachers who understand and appreciate the basic linguistic competence that students bring with them to school, and who therefore have positive expectations for students' achievements in writing Regular and substantial practice at writing.
Instruction in the process of writing—learning how to work at a given writing task in appropriate phases, including prewriting, drafting, and revising.
The opportunity to write for real, personally significant puposes. Experience in writing for a wide range of audiences, both inside and outside of school. Rich and continuous reading experience, including both published writing and the work of peers and teachers.
Exposure to models of writing in process and writers at work, including both classmates and skilled adult writers.
Collaborative activities that provide ideas for writing and guidance in revising drafts in progress. One-to-one writing conferences with the teacher. Inquiry-oriented classroom activities that involve students with rich sets of data and social interaction, and that focus on specific modes of elements of writing.
Increased use of sentence-combining exercises which replaces instruction in grammatical terminology. Mechanics of writing taught in the context of students' own compositions, rather than in separate exercises and drills.
Moderate marking of the surface structure errors in student papers, focusing on sets or patterns of related errors.
Flexible and cumulative evaluation of writing that stresses revision. The teacher's written comments include a mixture of praise and criticism, with praise predominating. Writing as a tool of learning in all subjects across the curriculum. The process approach differs from traditional methods of teaching writing in significant ways, as is seen in the following chart.
Writing processes are varied and recursive.Good question. I have always confused it with product oriented type of writing. However, process-oriented approach includes three stages: planning. drafting. revising.
Planning should include brainstorming, selection and organizing. Process-Oriented Versus Product-Oriented Writing There are two prevailing theory of approaches when it comes to writing: process-oriented and product-oriented. When you focus on the process, you write as a way of knowing for oneself, revising to make things clear for your own understanding.
the process-oriented approach emphasizes that writing itself is a developmental process that creates self-discovery and meaning. While . Process-Oriented Approach is a set of axiomatic ideas and actions intended to deal with a problem or situation by developing a resolution model consisting of process entities (step, procedure, task) which represent existence of the problem/situation and determine possible solutions.