Process and Product in Teaching Writing
Richard
Robin
In this presentation I examine writing in the Russian-language
classroom in light of the changes in attitudes over the last twenty
years. Researchers embraced the notion of writing as a cognitive
process, delayed, timed, and recursive (Hughey,
1983; Raimes, 1987; Friedlander, 1990; Krapels, 1990; Swaffer,
1991). Researchers advocating this view maintain that the teacher
should evaluate the process as a whole, not just the end result. The
ability to communicate ideas is more important than surface accuracy,
especially given evidence that explicit attention to surface errors is
ineffective. (Semke, 1984; Jones, 1985; Dvorak, 1986; Cumming, 1989;
Kepner, 1991, Scarcella and Oxford, 1992).
However, the process-oriented, communicative approach to writing
conflicts with a proficiency-oriented teaching, which places the end
result front and center. Real world
writing (beyond
short notes and personal correspondence) demands strict adherence to
surface convention. Therefore, while students of Russian can attain
some working proficiency in speaking, reading, and listening, i.e.,
ACTFL Advanced, whether they can attain usable
proficiency in writing over the course of a normal academic program
should be a matter of concern.
Given the dichotomy between writing as process and product, we
would do best to look at writing not as a monolithic skill, but as
several different skills, each with its own goal:
1. Writing as product (e.g., producing a usable business note based
on templates).
2. Writing as process (global approach to writing based on read texts,
as well as in academic compositions, diaries, e-mail exchanges).
3. Writing as preparation for paragraphed speech (the creation of
hothouse specials).
4. Writing as a support skill for grammar (grammar exercises).
The presentation ends with suggestions for integrating the first three
items into a Russian-language program from first through fourth year
in an academic program.
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