Abstract
This article examines the theoretical background for a process-based pedagogy and describes a possible course based on process. Process pedagogy is founded on the premise that knowing how to compose results in better writers than simply knowing what to compose. Theoretical background on process is presented. A sample progression for a semester-long course includes a description of the writing process with an overview and the phases in the process, and an application of the description to various assignments. Phases in the process are discussed, with an extended example (an instructional brochure).
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