The process approach article was another difficult
read, so I hope that I understand it!
The process approach seemed to entail teaching strategies that are
sometimes used to help students establish their voice in writing. Peer reviews, free writing, and writing
conferences all seem to be part of what this approach describes. Instead of being so heavily focused on the
5-paragraph essay and strict grammatical rules and standards, this process
focuses more on writing and how we use language skills to teach grammar. Overall, the teacher’s job is to help move
the students through the writing process so that the students will have a voice
in their writing.
The L2 movement seems to prefer even more flexibility
and freedom; students should not worry so much about grammar and the teacher
should focus more on teaching students how to write as opposed to assessment. Creative spelling also seems to be a good
thing to incorporate here.
If I am understanding this correctly, I am surprised that
the L2 movement would not be more strict in terms of grammar instruction,
practice, and rote memory. At some point
in our lives, English is a foreign language to all of us, so some practice and
drills would help. I would think that
the teachers would want the students to know the basics before just pushing
them into writing.
I think you've picked up on the core of this article, Pam. In the history of writing instruction, the forties and fifties were characterized by what some call the "current-traditional" approach, through which most often teachers simply responded to students' completed writing with a grade; there was no time given for invention, drafting, or revision -- it was simply "Turn in a paper -- a product -- and I will grade it." The process movement puts attention on the process of writing (on that invention, drafting, and revision) instead of on the final product.
ReplyDeleteThe L2 movement has picked up on all of this, as well as on the sorts of arguments made in the grammar readings you did earlier. When you recognize that grammar learning happens most through writing in context (and reading) rather than through drills and direct memorization, then the focus does indeed turn to asking students to write more.