Process Writing Reflection

Process writing is a method of teaching individuals how to compose information into a written form using a strategy, or series of strategies, that guide the student through the creative process. Although process writing is described by a series of stages, the process itself is not linear but, rather, iterative with writers recycling stages throughout the process. For the adult English language learner, this process is important because it provides structure to a task that the student may find difficult due to the lack of fluency in the L2. In some cases it is also possible that the expected form of the L2 output might differ greatly from the norm of the L1 writing output, making it difficult for students to compose written content in a

I was very pleasantly surprised to find that it was actually an article, not on how to try to make others to be Christian but, rather, how to be a Christian through exhibiting Christ-like attributes and that these behaviors have a rational and even necessary place in the classroom. What struck me most about the article was how the concept of mercy can, and should, be applied to the assessment or grading process. I don’t think I had ever given much thought to this and most of my own experience as a student has been as the recipient of a more formal grading procedure. However, I can see the value in applying mercy when assessing students’ work in order build up rather than to break

8-9). By giving feedback on what was done well and using revision or restatement tactics to point out areas that need correcting, the teacher can focus on the positive and create an encouraging learning environment. A second strategy is the peer review or peer feedback process. Since individuals other than the teacher would become part of the assessment process, it would be necessary for the teaching to provide firm guidance on what constitutes kind and considerate but still meaningful feedback. With this process, students have the opportunity to learn from others as well as apply what they have learned when reading what other students have written. This can be a great learning tool for all of the students in terms of both language learning as well as from a social interaction perspective. A third strategy discussed in the article is that of “assessment for learning” (Lee, 2015, p. 11). With this method, the assessment itself is used as a learning tool. Students, rather than being passive recipients of the grading process, are actively engaged in the assessment of their own work. Through this process, students have the opportunity to learn more than from the original objective of the assignment and more than from just reading the assessment marks made by the teacher. (Lee, 2015, pp.