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Choice, Voice and Process – Teaching Writing in the 21st Century: Revisiting the Influence of Donald Graves and the Process Approach to Writing

Wyse, D; (2019) Choice, Voice and Process – Teaching Writing in the 21st Century: Revisiting the Influence of Donald Graves and the Process Approach to Writing. English in Australia , 53 (3) pp. 82-91. Green open access

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Abstract

The narrow teaching of writing that had been common in schools for hundreds of years was challenged in the 1980s by ‘one of the most seductive writers in the history of writing pedagogy’. Donald Graves’s process approach to writing, as it came to be known, was popular in Australia, New Zealand, USA and the UK. At the heart of Graves’s approach was learner choice, and the development of the writer’s voice, enacted in a publication process in the classroom. However, one alleged weakness was the lack of a research base for Graves’s approach. Since then, more than 30 years of research gives us the opportunity to re-evaluate Graves’s ideas. In its exploration of the process approach to writing, this paper examines theory and empirical research in order to contribute to knowledge about the effective teaching of writing. The paper reports findings from a four-year multidisciplinary study, in particular the findings from a secondary data analysis of the work of expert writers compared with experimental evidence of what is effective for novice writers. Overall, the research found that the metaphor of ‘the ear of the writer’ represented fundamental aspects of how writing is learned and could be taught. In conclusion, some implications for national curriculum policy and the teaching of writing are considered.

Type: Article
Title: Choice, Voice and Process – Teaching Writing in the 21st Century: Revisiting the Influence of Donald Graves and the Process Approach to Writing
Open access status: An open access version is available from UCL Discovery
Publisher version: https://eric.ed.gov/?id=EJ1207887
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
URI: https://discovery.ucl.ac.uk/id/eprint/10066683
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