Kyle Bjorem Writing process theory has a wide and deep foundation in research, and is proven to be much more

e effective in engaging students by activating their prior knowledge and experience as well as providing them an avenue to produce writing that is refined and steeped in critical analysis. The foundational principle is that writing is not simply about getting from point A to point B, but rather a sort of slow tilling that makes each step as important as any other. Rather than simply following a set of rules and filling in the blanks, the entire venture is crafted from the ground up by the student themselves, giving them more and better tools to use writing in the real world and in higher education where being able to communicate effectively in writing is expected to be done autonomously. The writing process can be easily broken down into six steps and is much more adaptable and easily digested by students, who instead of seeing an essay assignment as a large, dull, imposing task, create it one step at a time without stress and without having an opportunity to get lost or not know what to do next. The six steps of the writing process are as follows: 1. Early Prewriting Before even mentioning what the final product will end up being, here is where you can engage your students and get them generating their own ideas and questions. A prompt can be used, but creating an entire fictional scenario (though based in real life) into which the student can insert himself is the best option. Let the student freewrite and gather ideas, research in an unstructured manner, whatever it takes. 2. Planning Here is where organization of thoughts begin, getting them down on paper in an outline, concept map, or however the student feels most comfortable. Perhaps starting with relevant quotes that they have found and building around them would be an avenue to take. 3. Early Drafting The actual writing of the paper begins here, with emphasis on high-order concerns such as a strong thesis, supporting evidence, and a coherent argument or intriguing point to the essay. Grammar, layout, even syntax do not have to be dealt with at this point. Break down the paper into easily manageable sections, spend a class period discussing and then crafting an introduction alone, etc. 4. Revision/Editing This is not just a matter of the teacher marking up mistakes on a rough draft and then handing it back. Use peer groups to make editing a communal process, so that ideas and structures have an opportunity to grow by synthesizing different viewpoints. Lower order concerns are now taken up and the technical aspects of the writing are refined. 5. Reflection This step is essential to the continued growth of the student as a writer and is often overlooked. Allow the student to write a reflective piece on the process of writing itself. What worked for them and what didnt, what were their strengths in weaknesses in the paper itself? Each assignment is not an end unto itself, it should be viewed as an opportunity for the student to enhance their abilities and their metacognition about how and why writing is done. 6. Publication Publish your students work! Be it online, on the walls, or using a self-publishing company such as lulu.com. This increases the sense of ownership students have of their writing, increases confidence, and gives them more responsibility to create a quality product. Another vital component is in setting up the classroom as a writing environment. Enabling students to be active, work with others, and build up their own writing organically and by synthesizing all kinds of influences, we engender much more confidence and enthusiasm about writing. When students feel like what they are communicating matters, has import, and may even affect the actual world around them, they take it much more seriously and with greater interest. Having a wide range of books, magazines, and so forth available and ample time to explore and cultivate ideas on their own and with others is also helpful.