After finishing the draft, they can often move parts around to find the most effective order. Other kinds of writing, such as sociological studies, must start with the introduction, which must present the question to be researched very clearly before the study can even be conducted. The discussion can't be written before the findings have been presented. The parts of the study build upon one another other. I'm glad we can be there to help students understand that different genres of writing are written in different ways.
Writing is sometimes a messy process, and time-consuming.
But we owe it to our students to help them find the most efficient way to do it well. Instructors might demonstrate, for instance, their own favorite ways of finding something to write about, developing ideas, organizing, drafting, and revising. One important implication of writing as a process is that learning to write is a process, too. It's true that all good writing has certain features in common, but it's also true that the conventions of rhetoric, the ways of thinking about claims and evidence, the modes of documentation, and other aspects vary from one discipline to the next - even between disciplines you might think to be closely related, such as English and communication and history. Students who have learned to handle certain kinds of writing competently will suddenly find all their skills falling apart when they try do to unfamiliar writing.