The Effectiveness of a Process-Based Training Programme in the Improvement of Students' Writing Skills

Abstract

This study aimed at investigating the effectiveness of the process approach in the improvement of tenth graders' level in the skills of writing expression (content, organization, and mechanics of writing collectively and individually. The study included seven chapters. Chapter one presented the research problem, research questions and hypotheses, importance of the research, research aims, and limitations of the study and procedural definitions of the research terms. Chapter two tackled the approaches to teaching writing and provides a detailed description of the process approach .This chapter began with the classifications of approaches to teaching writing from the researchers' points of view (Ann Raims (1983),Berlin(1988),Tony Silva (1993).Then, the researcher traced the history of the process movement including process vs. product giving a detailed account of the product approach as well as the process approach, then drawing a comparison between the two approaches. The chapter proceeded in explaining the features of the process approach to teaching writing, mainly: recursiveness, revision, and writing as a thinking process and making meaning. Having explained the main features of the writing process, the researcher moved to talk about the phases of the writing process: prewriting, drafting, revising, editing, and publication. These stages were the core of the current research on which the training programme was based.