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Academic Paper


Title: Process, Not Product: A paradigm shift in the writing pedagogy
Author: Ismail Baroudy
Email: click here to access email
Institution: Shahid Chamran University
Linguistic Field: Applied Linguistics; Discourse Analysis; Language Acquisition
Abstract: Almost all the writing classrooms whether of L1 or L2 category are reported to have been seriously frustrated and deflected with failure mainly stemming from exclusively attending to product specifications. Having the classrooms been engaged in product writing, student-writers in such classrooms are seen to have been commonly trained to spend their time and energy effortlessly, radically caring about the structural patterns and formal aspects of language at the expense of meaning. They are, in fact, misdirected to spoil their best efforts, emulating typical models to have them honestly reproduced. By contrast, due to the fact that teachers have not been comprehensively familiarized with a historic event occurred in the writing trend, the following study accordingly describes a paradigm shift in the writing pedagogy. Besides, it provides a technical survey into how student-writers experience writing mainly as a meaning-making event. Process student-writers, on having been allowed to choose topics at their will and use their time freely, will concurrently think and compose; create and revise in the context of writing; thus, letting the unexpected meaning to be recreated by a real audience for a real purpose. This study, in sum, aims at informing details and promoting awareness about the conductive specificities of such an approach. In this way, on having the attentions shifted from product to process, writing teachers are accordingly expected to eventually establish a dynamic environment in which competent student-writers readily emerge into practical existence.
Type: Individual Paper
Status: Completed
Publication Info: Published in the Journal of Faculty of Letters & Humanities, Shahid Chamran University, Vol.1, No. 3, Autumn 2005


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