Process or post-process - why not both?

I can see myself using all three of the composition styles that are being discussed in this article. There are lessons in which I feel that it is important that my students understand the, “rules, conventions, standards, quality and rigor,” that make up the current-traditional rhetoric. Some assignments are more suited to the more organic, discovered, “messy” style that is highlighted in the process-oriented method. There are even days when I try to stress to my students the importance of their writing in terms o f the larger social picture in which they are situated. In this sense, I feel that I fit in, at least to some degree, with those who feel that post-process is the way to go. I think that the only way to truly prepare my students to become writers in any situation is to provide them with at least a limited exposure to all of the styles.

Matsuda does very little to veil his dislike of the current-traditional rhetoric. It is clear to the reader that he views this as an outdated mode of education. I find myself agreeing and disagreeing with him. While I think that it is important to encourage students to use their own voice and style when they write, I also understand that they will find themselves in situations that will require them to demonstrate their ability to write according to the rules and guidelines that are followed by the more prescriptive users of the language. When a student applies for a job, the potential employer may not be impressed by a witty use of dialogue or a turn of phrase that shows the student’s skills in writing. The student must be able to first use the skills before she is able to understand when it is appropriate to use them, and when they can be abandoned for a more expressive use of the language.

The more expressive style found in process writing is where I spend most of my pedagogical time. I would bet that most teachers today spend a majority of the time working on the process of writing. This can either be credited to the teacher’s genuine belief that this is the best way for students to learn composition, or the fact that most of the focus in curriculum and professional development is centered on the writing process. For me, I believe that this is the best way for a student to gain ownership over her writing. If a student is able to choose a topic that is important to her, understand that topic and then demonstrate her understanding of the topic in a format that she finds fitting, she will end up with a product that is more genuine and relevant than anything that I could prescribe for her. The problem with this approach is that it is very difficult to create a fair and balanced means of assessing it.

Post-process writing is where I spend the least amount of time with my students. This particular focus, on the social role of composition, is difficult for students to grasp. I have a hard enough time trying to encourage students to find interest in their own life, let alone in the larger social system. Nevertheless, I do try and create at least some understanding in my students as to what their role can be and how their words can contribute to a grander public conversation, both through writing and discourse.