Cultivating a Process Approach to Writing: Student Experiences in a Developmental Course

Main Article Content

James Pacello

Abstract

Many developmental writing courses in colleges focus on teaching students isolated skills, with little emphasis on how such skills are applicable to the actual process of writing. This article focuses on capturing the perspectives of students enrolled in a developmental writing course designed around an explicit process-oriented pedagogy. The instructor assigned metacognitive tasks and aimed to be transparent with students about the purpose of all course activities and assignments. The findings point to the various ways students can learn to value and use a process approach when writing. The paper concludes with recommendations for helping both instructors and institutions foster a process-oriented writing culture in college classrooms. It also points to future research possibilities.

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Article Details

How to Cite
Pacello, J. (2018). Cultivating a Process Approach to Writing: Student Experiences in a Developmental Course. Journal of the Scholarship of Teaching and Learning, 19(2). https://doi.org/10.14434/josotl.v19i1.23786
Section
Case Studies
Author Biography

James Pacello, Berkeley College, New York

James Pacello is a full-time faculty member at Berkeley College. He teaches courses in critical reading and critical writing for the college's Developmental Education program.