The Writing process in the Process-oriented Writing Class
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Abstract
The process-oriented approach to writing focuses on the process of planning and revising ideas for a target audience. In this approach, learners are required to pay equal attention to the process and to the final product. Since EFL learners have only limited writing experience and insufficient language ability, the writing process demands linguistic knowledge and problem- solving strategies of which they may not be fully capable. The present study attempts to describe the student’s writing process in the process-oriented writing class. Data were collected through e-mail responses from 105 college students. Interviews were also conducted to corroborate the findings in the written responses. The findings show that students hold the belief that mastery of grammar is the key factor in writing, and tend to spend little time planning and revising. It is also shown that students’ fear and frustration about writing is intensified by their limited language ability. In order to shift students’ attention from the product to the process, writing instruction should include an appropriate amount of basic language help, procedural knowledge of the process-oriented writing, and strategy training.
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