Beyond Theory: Helping Students Prove Their Own Writing Processes

Richard H. Dillman
1988 Language Arts Journal of Michigan  
The abundance of research on the composing process has heavily influenced the teaching of freshman and advanced composition. The research of Janet Em1g, Linda Flower, and John Hayes, along with the work of Donald Murray, has offered writing instructors material for lectures on composing. provided useful terms for discussing writing with students. and given us a new awareness of both the complexities of composing and the diversity of composing styles exhibited by our students. A new tolerance
more » ... A new tolerance for varied methods of invention and pre writing beyond the outline has developed in the last fifteen years, while the topic of revision has received new and powerful emphasis as Linda Flower's distinction between "writer-based prose" and "reader-based prose" has opened numerous pedagogical possibilities for writing teachers 010-118. 121, 144-166). Besides helping writing teachers become better evaluators and diagnosticians of student writing, this new awareness has also influenced course design and the sequencing of writing assignments in several ways. It is time, however, to move beyond this composing theory that influences our teaching and tum our attention to helping our students probe more deeply into their own composing processes and those of 32 Volume 4. Number 1 Richard Dillman teaches English at St. Cloud State University, St. Cloud, Minnesota, and is the editor of The Minnesota English Journal.
doi:10.9707/2168-149x.1709 fatcat:rgefw66j5vfkhasca2corhldsa