Teaching Methods and Implications
Process can be taught using a variety of methods intended to strengthen the relationship between students and instructor. In other words, classroom discussion and activities center on students' ability to mimic what has come before in hopes that they will understand what good writing is and learn to mimic it. Some of the methods include:
Prewriting activities. These could include brainstorming and/or other freewriting activities, drawing conceptual maps, participating in an ethnographic study, research, and more.
Drafting. Class time can be spent writing papers, and students can ask instructors for ideas or help.
Revision. Instructors can designate class time for the revision of drafts and direct students to focus on rhetorical strategies.
Portfolio-based assessment. Students are given a deadline, such as the end of a semester, and a goal, such as demonstrating skills like rhetorical awareness, conventional thinking, and source acceptance and integration. The intervening time is spent drafting and revising papers. Composition instructors serve as final authorities on the quality of work, helping students explore areas foreign to them, rather than more free wheeling teachers who tell students how to express their individuality. From among the papers they work on in the semester, students choose the papers the instructor considers to be their best and put them in a portfolio, which is graded by the instructor. Often students are graded on their drafts during the semester as well as on the work they produce at the end of it.
Reflection on the writing process.
Read more about this topic: Process Theory Of Composition
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