Most experts would now agree that writing is a sociocognitive, problem-solving process affected by cultural and rhetorical norms. Writing teachers need to encourage learners to think about and develop their writing process, and to consider their audience and the rhetorical norms of L2 text. Although there is not, as is sometimes thought, one 'process approach', there are many useful process writing techniques which feed in to a variety of approaches. Activities include experimenting with different types of text, having read examples. Activities such as reformulation and the use of checklists in guiding feedback develop essential evaluating skills.
Feedback focuses initially on content and organization.
When these are satisfactory, comment on language is given on penultimate drafts for final amendment. The overall aim is to create meaningful, purposeful writing tasks that develop the writer's skills over several drafts. Collaboration between learners and with teachers is essential. The Psychology of Written Composition . A cognitive process theory of writing'.