Most teachers find that a text is just one point in a series of steps students must follow to arrive at a draft that is given to the teacher. But students, regardless of their language training, vary greatly in their ability to take the steps necessary to produce a successful article. Fortunately, teachers don't have to resign themselves to relying solely on students' previous writing experiences.

Teachers who take a more active role in guiding their students through the writing process of gathering ideas, organizing, writing, and revising can help students produce thoughtful, coherent, and refined writing.

To define the "process" applied to writing, we must take into account the writing activities associated with formal writing:

• Intention to collect ideas and define audiences

• Recording ideas

• Reviewing and organizing ideas

• Pilot testing and getting feedback in audiences

• Revision

• Editing and proofreading sometimes begins as new information becomes available

There are special considerations when working with writing from non-native speakers. It is easy to assume that poor writing of a student whose first language is not English is due to poor knowledge of the English language;

Sometimes, the real problem with poor writing is not linguistic mistakes, but rather that it does not meet the expectations of the English-speaking academic reader in terms of student audience, syntax, speech patterns, sentences. , Structure and idioms.

It is easy to tolerate "foreign accents" (grammatical errors) in a research article by an international student if the article has a clear thesis, well-developed ideas, and an effective organizational structure.

Inexperienced non-native writers, however, require the ability to receive feedback in the early stages of writing and in later versions of their articles. This feedback gives them the opportunity to correct gaps in content, language and style.

Conversely, the traditional approach to assigning writing assignments assumes that students arrive in a classroom who already know effective writing strategies and are able to incorporate strategies on domain-specific assignments in a way that is Independent. But this approach makes no provision for international students and others who have not learned such strategies or who have not been exposed to writing fluently in a particular field.

• Traditional Teaching Model

The traditional approach to assigning and evaluating writing at the undergraduate level focuses on the final product, a copy of the writing assignment, which is turned in to the teacher.

The trainer usually acts as editor and judge, and seldom offers college students an possibility to rethink, rework, or enlarge the report primarily based totally at the remarks. Final remarks supply global college students, in particular, handiest a sketchy concept of what they did incorrect on a specific assignment.

Students who receive poor grades are not clear on how to improve their writing next time, and consequently move on to the next writing task with a slight change in their comprehension.

• Process Model

The writing process, regardless of course content, requires students to provide an encouraging and collaborative environment where they can work through their composition processes. The role of teachers in this approach is to help students collect ideas on the topic, formulate ideas, write, revise, and develop useful strategies for editing and polishing.

A critical step in this approach is to provide students with the opportunity to obtain feedback on the content and organization of their work before grading the final version. A teacher-led process approach to writing assignments will ultimately lead to a more satisfying educational experience for students and teachers.

Students are more successful in producing good writing, and teachers are more than happy to observe students' progress in reading and grading good essays.

Advantages of Process Aproach

While the process approach benefits all students, non-native speakers receive additional benefits. In particular, a process approach accomplishes the following:

• Provides feedback during the planning phase before the student invests hours on writing a long draft without any attention. Students are very discouraged when they have spent a lot of time just writing a draft to find that they are not focusing on enough ideas or following the expectations of the task. Getting feedback on the initial outline for an article can point the student in the right direction for an assignment.

• Encourages peers about content, organization and audience. International students sometimes bury their intelligent and unique ideas in indirect language or in a difficult style to understand. This may be in part due to differences between cultures in the relationship between writers and audiences. As a rule, English-speaking audiences appreciate an author who makes reading as easy as possible.

• Allows international students to share their ideas orally in a small group setting. International students who lack confidence in their English skills or who come from a culture in which classroom discussion is not encouraged, often feel uncomfortable speaking in a large American school. Until students can be found in small groups, other students are left out of the perspective that these students bring to class and discuss in question papers.

Getting feedback during the writing process is particularly helpful but is often not encouraged in a college setting.

Helping the student develop a good writing strategy and facilitating feedback during the writing process will obviously improve the final product.

As a result of focusing on the process, students learn more material and are able to present their ideas with greater clarity of critical thinking.

To be continued ..