Composition: History & Theory: 1970 - 1979
Donald Murray “Teach Writing as a Process Not Product” (1972)
Description
In “Teach Writing as a Process Not Product” Donald Murray writes that the literature education of many writing teachers has trained us to view student writing as a fixed product. His argument is that student writing should instead be thought of as a developing process. Murray calls writing a “process of discovery,” a way to learn about and evaluate the world as well as a method of communication, and he divides the writing process into three recognizable parts: prewriting, writing, and revising. For Murray, prewriting involves narrowing down a topic, recognizing audience, and selecting a format. He defines the stage of writing as the creation of a first draft, the quickest “and the most frightening [part of the writing process], for it is a commitment.” Line edits are the final stage of revision for Murray, which first involves reconsideration of the piece on every level. Murray examines ways for the teacher to encourage students on process, including “shutting up,” letting the student take the lead in selecting topics and doing his or her own prewriting. He also discusses possible consequences of teaching process, including a greater emphasis on students reading their peers’ work, using their own language, writing multiple drafts and in various forms, taking more time with their work, and working at their own pace. Implications for the teacher include treating each draft as a new paper, not grading drafts, only looking at mechanics last, and recognizing that not all these rules work for all students. Murray finishes his argument with an appeal for student potential, to recognize “what they may do… what they may produce, if they are given the opportunity to see writing as a process.”
Date of Upload
11/03/09