The Writing Intensive Program provides students with courses that invite a more intense engagement with the writing process, not an overwhelming amount of writing.


Discipline-Specific Processes

For generating and discovering information

Because this process (e.g., the scientific method, problem-solving process, etc.) is so deeply ingrained in a discipline, it is sometimes not formally articulated. In other disciplines, it may be an explicit part of domain knowledge.

For constructing and communicating knowledge

The writing process does not replace the problem-solving process but provides a metaphor for it. Teaching it helps students understand how participating in the “academic dialogue” amounts to engaging in the writing process.


Writing Process Components

—planning and prewriting
—drafting and revising
—editing and proof-reading


Student Writing Process Misconceptions

Many students do not understanding what the writing process entails, and they create their own truncated sense of approaching writing assignments.

Writing starts with drafting.

Writing might involve some editing/proofing.

Once they have glanced over the first draft, consulted a thesaurus, and asked a roommate to fix comma splices, the process is over, and it is time to turn that assignment in. Thus students’ limited involvement in the writing process might account for final submissions that are unremarkable in terms of their content and execution.


Teaching Writing as a Process

—Provide students with opportunities for drafting, feedback, and reflection on their writing.
—Thoughtfully sequencing and stage writing projects to guide students through the process.
—Model your own writing process for students.
—Use this worksheet to design your course around the writing process.

“According to most contemporary theorists, ‘teaching’ writing means involving oneself in or guiding students’ writing processes.”

The Bedford Guide to Writing in the Disciplines