A Model for Writing Instruction: Integrating Word Processing and Strategy Instruction into a Process Approach to Writing

Abstract

In this article, we describe the basic principles and key components of an approach to writing instruction that integrates word processing and strategy instruction into a process approach to writing. The goal of the curriculum is to develop writers who possess basic writing skills; a range of cognitive and metacognitive strategies for planning, writing, and revising; and the ability and motivation to use writing to achieve meaningful purposes in their lives. Instruction is framed within a social context in which students share their work with each other, receive frequent response to their writing from peers and teacher, and publish their writing. Word processing supports fluent production of text, eases revision, and encourages collaborative work and publishing. The classroom structure supports extended cycles of planning, drafting, revising, and editing. Teachers foster the development of writing strategies through conferencing and explicit instruction in strategies for planning and revising.