reflection-9-9-09/ process and post-process approaches

Process approach to writing has played a significant role in helping students grow as writers although there are some objections to the approach. I agree with Atkinson (2003) and Matsuda (2003)’s idea that post-process does not mean total rejection of process focused practices, rather it is “a paradigm expansion” (Atkinson, 2003) and “the recognition of the multiplicity of L2 writing theories and pedagogies” (Matsuda, 2003). A closer look at situated and contextualized aspects of writing will lead to clearer understanding of the multiplicity of L2 writing.

One of the interesting points from Atkinson article is the way in which “non-mainstream writers might be disadvantaged by an L1-oriented process writing pedagogy” (Atkinson, 2003, p. 8). Practitioners and researchers need to acknowledge that “student-centered and the non-transparent” process pedagogies (Atkinson, 2003, p.9) might benefit mainstream students who have been exposed to a range of mainstream literacy practices and literate sources from birth. Obviously, those from low socio-economic background or different cultures have divergent set of life experiences from mainstream students in the West, which would shape their literacy behaviors in different ways.

But, process and post-process pedagogies in writing classrooms are not mutually exclusive. That teachers recognize process writing practices may not address social and cultural aspects of literacy doesn’t necessarily mean that they should not encourage their students to write multiple drafts and to discover their voices in writing.

What is important is for teachers to be sensitive to specific educational settings and students’ characteristics so that they can make “principled and informed decisions” (Casanave, 2004, p. 16) in the classroom. As in an example of implementing Elbow’s version of process writing in a Taiwanese university (Atkinson, 2003), it may result in a damaging effect to put an approach into practice without taking into account educational contexts and students’ expectations and needs.