Process Writing: Generating/Gathering Ideas, Drafting, Revising and Finalizing CPS 1 Odisha B.Ed & Education Honours

Process Writing: Generating/Gathering Ideas, Drafting, Revising and Finalizing

1. Introduction

Writing is not a one-step activity. It is a process that involves multiple stages—each of which contributes to the quality, clarity, and effectiveness of the final text. This approach is called Process Writing.

Unlike product-oriented writing (which focuses only on the final output), process writing emphasizes how a piece of writing is developed, improved, and polished over time. It is learner-centered, reflective, and encourages creative thinking, critical editing, and structured expression.

In the B.Ed. curriculum and classroom language teaching, understanding and applying the process writing approach is essential to help students become better communicators and thinkers.

2. What is Process Writing?

Process writing is an instructional approach that focuses on the steps involved in writing, not just the end product. It helps students understand that writing is a recursive activity—they can go back and forth between steps to improve their work.

3. Key Stages of Process Writing

The major stages are:

1. Generating / Gathering Ideas (Pre-Writing)
2. Drafting
3. Revising
4. Finalizing (Editing and Publishing)

Let us now explore each step in detail.

I. Generating / Gathering Ideas (Pre-Writing Stage)

This is the first and most critical phase. It lays the foundation of the entire writing task.

Purpose:

To stimulate thinking

To identify the purpose and audience

To collect content and plan the structure

Strategies for Generating Ideas:

Brainstorming: Writing down all ideas that come to mind.

Mind Mapping: Using visual diagrams to organize thoughts.

Questioning: Who? What? Where? When? Why? How?

Free Writing: Writing non-stop for a few minutes without worrying about grammar or structure.

Listing: Making bullet points of related ideas or facts.

Example:

Topic: "My Favorite Festival"

Brainstormed Ideas: Diwali, sweets, fireworks, new clothes, puja, family time, decorations.

Teacher’s Role:

• Provide guiding questions or prompts.
• Create a supportive environment for idea generation.
• Encourage group discussion to build vocabulary.

II. Drafting

This is the stage where students begin to convert ideas into sentences and paragraphs. It’s about getting the thoughts on paper.

Purpose:

To organize and express ideas

To create the first version (rough draft)

Characteristics of Drafting:

Focus is on content, not correctness.

Students write freely using their collected ideas.

Structure starts forming—introduction, body, and conclusion.

Example:

Draft Paragraph (Diwali):

“Diwali is my favorite festival. We clean our house and decorate it with lights. My mother prepares sweets. I wear new clothes and enjoy bursting crackers. We do Lakshmi Puja in the evening. It is a joyful time with family.”

Teacher’s Role:

• Encourage writing without fear of mistakes.
• Ask students to use their note-making and mind maps.
• Remind them that this is not the final version.

III. Revising

Revision is the heart of process writing. It allows students to rethink, reorganize, and refine their draft.

Purpose:

To improve the content and clarity

To make writing more coherent and interesting

What Happens During Revision:

Add: More details, examples, transitions.

Remove: Irrelevant or repetitive parts.

Reorganize: Reorder paragraphs or sentences.

Reword: Replace weak words with stronger vocabulary.

Techniques:

Peer Review: Exchanging drafts with classmates for feedback.

Self Review Checklist:

Is the main idea clear?

Are the sentences well-connected?

Does it have a proper beginning, middle, and end?

Example – Revised Paragraph:

“Diwali is a festival of lights and joy. A few days before, we clean and decorate our house with colorful diyas and lamps. My mother prepares delicious sweets, and I love wearing new clothes. In the evening, we perform Lakshmi Puja and enjoy bursting crackers safely. Spending time with my family during Diwali makes it special.”

Teacher’s Role:

• Guide students through structured revision tasks.
• Offer constructive feedback on drafts.
• Conduct revision workshops or peer-editing sessions.

IV. Finalizing (Editing and Publishing)

This is the last stage where the focus is on correctness, presentation, and publishing.

Purpose:

To correct grammar, spelling, punctuation

To polish the writing for submission or display

To prepare the final version

Steps in Editing:

Spell-check

Grammar check

Sentence structure

Punctuation

Formatting (neatness, headings, alignment)

Publishing:

Displaying the work on a classroom wall.

Submitting for evaluation.

Posting on a class blog or magazine.

Example – Final Version:

Neatly written or typed version of the revised paragraph, formatted with proper heading and spacing.

Teacher’s Role:

• Help students with editing tools (dictionaries, checklists).
• Encourage self-editing and peer editing.
• Celebrate writing by publishing students’ work.

4. Characteristics of Process Writing Approach

Feature	Description
Recursive	Writers may return to earlier stages anytime.
Student-Centered	Focuses on learner’s individual expression.
Emphasis on Meaning	Ideas and clarity come before correctness.
Collaborative	Encourages peer feedback and group work.
Developmental	Improves writing step-by-step over time.

5. Benefits of Process Writing in Classrooms

Benefit	Explanation
Improves Writing Quality	Through revision and editing, writing becomes more refined.
Builds Confidence	Students write without fear of being judged.
Enhances Creativity	Encourages original thinking and expression.
Develops Critical Thinking	Self and peer review builds evaluation skills.
Fosters Communication	Students learn how to express ideas clearly.

6. Application in Multilingual and Subject Classrooms

Language Classrooms: Process writing develops vocabulary, grammar, and fluency.

Science Classrooms: Helps in report writing, explanations, and data presentation.

Social Studies: Used for preparing projects, timelines, and historical narratives.

Mathematics: Writing explanations for problem-solving steps.

Example – Science Report using Process Writing:

Stage	Activity
Pre-writing	Observe the experiment, note steps and results
Drafting	Write observations in order
Revising	Clarify explanations, improve scientific terms
Finalizing	Correct spelling, format the lab report

7. Challenges in Process Writing

Challenge	Strategy to Overcome
Time-Consuming	Integrate process over multiple sessions
Lack of Vocabulary	Encourage word banks and reading
Resistance to Peer Review	Build trust and clear guidelines
Teacher Overload	Use checklists and rubrics for self-assessment

8. Process Writing and NEP 2020 / NCF 2005

NEP 2020 encourages competency-based and activity-oriented learning, which process writing supports.

NCF 2005 emphasizes language learning through constructive, meaningful activities—not rote learning.

Process writing aligns with goals of critical thinking, expression, creativity, and assessment for learning.

9. Teacher’s Role in Process Writing

• Act as a facilitator, not just evaluator.
• Provide feedback at each stage.
• Offer scaffolding (writing frames, prompts).
• Celebrate student success through publishing and display.

10. Conclusion

Process writing is a transformative approach to teaching writing skills. It allows students to see writing not as a one-time task, but as a creative, evolving, and reflective process. By guiding students through idea generation, drafting, revision, and finalization, we empower them to become confident and competent writers.

This method not only improves writing but also nurtures independent thinking, peer collaboration, language development, and subject integration. In the B.Ed. and school classroom context, process writing becomes an inclusive, learner-centered, and effective approach to language and academic skill development.