Is the Process-oriented Writing Instruction Really Process-oriented?
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Abstract
Ryu, Hoyeol. 2006. Is the Process-oriented Writing Instruction Really Process-oriented? The Linguistic Association of Korea Journal, 14(1), 203-221. Process-oriented writing instruction is not a new idea in the field of teaching composition. Although it is more than thirty years old, it still has many advantages in teaching English composition in Korean educational settings. This study emphasizes that the very basic principle of process- oriented writing instruction is to provide students with opportunities to experience the process of finding solutions to problems they meet during the course of writing. Eight popular ESL writing textbooks in Korea and worldwide are randomly selected and reviewed to examine whether they are written truly based on what process-oriented writing instruction advocates. The review clearly shows that the textbooks are pretty superficial and fail in bringing to students many advantages the process approach has. One notable phenomenon that consistently appears in all of the reviewed textbooks is the overemphasis of pre-writing activities that may prevent students from having opportunities to experience the process in a real sense. Writing learning activities presented in the textbooks are divided to each stage of writing and examined with pedagogical suggestions.
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