Writing as a process: implications for teaching English as a second language

Abstract

This paper discuses the two approaches to teaching and assessing writing. These are: writing as a finished product and writing as a process.While the former emphasizes the traditional method with writing standards prescribed by the teacher, the latter encourages student-centred approach with the teacher being an active participant and supporter. Detailed analysis of the process approach with its advantages to both the teacher and the students is given. The implications of the approach to teaching writing to students in ESL situation are also discussed. Recommendations for encouraging teachers to promote writing as a process by their students are also outlined.