Talk:Rhetoric and Composition/Teacher's Handbook/Teaching Writing as a Process

This article mainly seems to focus on revision and not on generating texts. As there don't seem to be any topics in the Teacher's Handbook about teaching pre-writing techniques, I wonder if this would be the place to put the teaching of the other stages of the writing process.

Maybe this section could explain presenting the traditional "Prewriting, Writing, Proofreading" steps in a more nuanced and advanced way, and how to give the three steps a more dynamic relationship to one another.

NCTE's beliefs about writing (http://www.ncte.org/positions/statements/writingbeliefs) go into detail about using writing as a tool for thinking. As this article seems to be about moving away from teaching writing as a product-centered process, there might be room for a discussion about writing as a process of exploration and discovery. In the words of NCTE's website, "The writing process is not one of simply fixing up the mistakes in an early draft, but of finding more and more wrinkles and implications in what one is talking about."

Shawn Blank (discuss • contribs) 18:53, 11 October 2012 (UTC)Shawn_Blank

I added some possible categories under "Revision" in the "Writing as a Process" category. I thought maybe we could put some sample lessons plans here, etc. Please delete any categories you think may not work. I took notes as we discussed revision tonight in class and used those as headings. --Kyoung (talk) 03:48, 7 December 2007 (UTC)

I would like to expand on the revision, peer review, and rubrics sections. I can add some more explanation to the peer review section and some different types of approaches to running peer review sessions, and I can also add more depth and examples to the rubrics section.--Armiller20 (discuss • contribs) 02:33, 9 February 2017 (UTC)