Overview
The writing process detailed on this website offers students a repetitive, product-driven process.
It gains their interest in several ways - including being student-interest centered and showcasing their native culture (for ESOL students).
The Process has several intermediate, finished products showcased outside of class for the school to see before reaching the final phase.
The Process exercises "real life" skills students recognize as useful: the ability to gather needed information and use it effectively.
The process is highly flexible allowing teachers to modify it easily to fit class and individual student needs.
For example, I will substitute typical ESOL/ELA lesson plans on days when computers or the Internet are not available for a class.
With lower level ESOL classes, where rough drafts take longer to write and need more polish in revision, the middle phases of the process might take up two or more class periods.
Breaks between phases in The Process also give students more time to work on their material at home.
The repetitive use of The Process throughout the semester, like a school newspaper staff works, increases the efficiency and productivity of the students as it gains more active participation by them - as they enjoy showing off their work to the entire school and on the Internet.
For ESOL students, it is also a great chance for them to share their native culture.
As briefly noted on the Theoretical Background page of this site, many of the ideas inherent in The Process are connected to the best practices recommended in several books I've read on teaching Hispanic ESOL students in the United States.
ESOL/ELA Student-Centered Writing Process for Middle + High School