2/11 - Process Theories

"Year after year the student shudders under a barrage of criticism, much of brilliant, some of it stupid, and all of it irrelevant. No matter how careful our criticisms, they do not help the student since when we teach composition we are not teaching a product, we are teaching a process." (Murray 3)

• Do you agree with Murray’s estimate: 85% prewriting, 1% drafting, 14% Rewriting?
• How does one teach writing as a process?
• What is the role of the teacher when teaching writing as a process?
• What are the criteria for judging "good writing," according to Elbow?
• What is the role of the teacher when using Elbow's "method for teaching writing"?
• How is Elbow's approach a "process" approach? (How does it fit with Murray's guidelines/implications?)
• What are the four language processes discussed by Emig?
• What are the biggest differences between talking and writing, according to Emig?
• What are the “unique correspondences” between writing and learning, according to Emig?
• What are the implications for teaching writing when it is understood as a mode of learning?
• Describe the methodology used by Perl
• In the case study of Tony which mode (extensive or reflective) did did Tony perform better in and what
• What are some significant findings from Perl’s study regarding the phases of prewriting, writing, and editing?
• What is the methodology of Sommers' study?
• Why does Sommers study revision, or what fault does she find with composing process models?
• What are inexperienced writers concerned with during revision?
• What are experienced writers most concerned with?
• What do inexperienced writers need more practice in based on the studies by Perl and Sommers?
• How are student (print) journals and weblogs related to process pedagogy?
• What are the pros and cons of journals vs. blogs?
• What are some other possible electronic tools discussed by Lowe and Williams?