OVERVIEW: Process Pedagogy is something to consider both historically and theoretically. Historically and Theoretically, it is one of the very first moments when people who taught writing thought about what we actually do when we try to write and thought about the implications--of that process--for writers.
It comes at a particular historical moment in literacy education. And the theories of process have forever shaped the writing classroom experience from K-12 through graduate education. As scholars of Rhetoric and Composition (or writing studies) have moved beyond process, the practice of process still remains. Not one of us in this class today is not a product of process pedagogy. And, further, process has been challenged, critiqued, returned to, and critiqued again as a foundational concept in the field, as the readings tonight should indicate.
TONIGHT'S PROMPT: From our Post-Process perspective, and considering the readings from tonight, can you identify some concepts and/or practices discussed that are a part of your own practice as a writer? As a teacher? Further, as a working professional in a classroom, what commentary or critique do you have about the legacy of process pedagogy?
RESPOND TO THE PROMPT IN ROUGHLY 250-300 WORDS. Then, read the responses of your colleagues. Identify places of agreement and disagreement and respond accordingly in writing. Once we've spent some time writing and reading silently, we can return to a class discussion about key ideas.