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When we write in ‘real life’, what kind of process do we follow? We usually need to think first, write a rough draft, review, amend ... and then produce a finished piece.  

What makes an effective piece of writing? Good writers plan and revise, rearrange and delete text, re-reading and producing multiple drafts before they produce their finished document. This is what a process writing approach is about.

A process-oriented syllabus focuses on the skills and processes involved in learning language.

This volume, published in 1988, consists of papers from the eponymous 1985 University of Reading Conference.

There are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any 'right' or 'best' way to teach writing skills.

A product-oriented syllabus focuses on things learnt at the end of the learning process (outcomes) rather than the process itself.

Guided writing involves a teacher working with a group of learners on a writing task.

In this plenary talk, Dorothy Zemach looks at coursebook production and makes recommendations on how teachers can use their own power.

Since writing is primarily about organising information and communicating meaning, generating ideas is clearly going to be a crucial part of the writing process.