Key Features of the Process Approach and Their Pedagogical Implications: Challenges for the Indonesian Context

Abstract

Paradigm shifts have occurred in the teaching of writing in the ESL context. The process approach, the paradigm of the reinvented rhetoric, as Freedman and Pringle (in Emig, 1982: 2022) call it, emphasises the view of writing as a process of developing organisation as well as meaning. This article examines the challenges of the process approach for the Indonesian context. It begins with the description of the key features of the approach. The article also highlights what pedagogical implications the features have for writing instruction in EFL/ESL writing classrooms.