In a study of the Process Writing Approachconducted by Onozawa (2010), the perspectives of several authors on theadvantages of the Process Approach was cited. To begin, the process approach isadvantageous to students because it stresses the process that writers gothrough in composing texts (Nunan, 1991). Also, Brown (2011) statedthat it lets students manage their own writing by giving students a chance tothink as they write. That is, students convey their messages to the readers inwritten form through the writing process; prewriting, drafting, revising, andediting. Another point is that it motivates students intrinsically allowingthem to better learn language skills. Likewise, Raimes (1983) indicated thatthe process approach is a process of discovery for the students. Studentsdiscover new ideas and new language forms to express their ideas.
In addition,Nunan (1991) explained that the Writing Approach is beneficial to studentsbecause it focuses more on the various classroom activities. This is believedto promote the development of skilled language use, and several interestingclassroom techniques, including “conferencing?, have emerged from the processapproach to writing. Nunan (1991) also affirmed that the Process Approachencourages collaborative group work between learners as a way of enhancingmotivation and developing positive attitudes towards writing. Students canexchange comments or work together to write a paragraph or essay.
Addedto the merits of the Process Approach are its demerits. Avelino (2013), teacherat Casimiro A. Ynares, Sr Memorial National High School, claimed that theProcess Approach to writing could be time-consuming when done with largeclasses. We intend to limit the possibility of this by breaking the ProcessApproach into sessions, so it would not be tasking on the students. This meansthat an entire construct would not be taught within one sitting. Using theinformation gathered from the pre-test, instruction will be delivered based onperformance (differentiated learning) so that it will be more manageable.Avelino also stated that the Process Approach can hinder the feasibility ofteachers’ ability to schedule individual writing conferences when done in largeclasses. Here, we will consider providing general feedback in the case wherestudents make common mistakes or when they perform well and need commendationduring the sessions.
Individual and small group conferencing will be done with thestudents that need personal feedback, hence saving time. Another disadvantageidentified by Avenlino, (2013), is that it demands teachers to grade lots ofwriting pieces from the students. We will employ the use self and peer analysisso that the students have an opportunity to identify their strengths andweaknesses. This will relieve us of the extent at which grading will be done. Addedto this the researcher noted that learners who are unaccustomed to ProcessWriting viewed the Revision stage as a sign of failure. To ensure that studentsdo not carry this misconception, measures will be made so that students have aconceptual understanding of the Process Approach and its respective stages.
This will be done through mini-lessons, use of visual aids for quick referenceand constant verbal reminders.