Rethinking Writing Products and Processes in a Digital Age

Abstract

Purpose

Writing as a hot topic in literacy has recently gained a foothold in terms of importance to academic and career success, finally receiving the attention it warrants and thus, this chapter provides timely information about how to teach writing products and processes in the 21st century.

Design/methodology/approach

Through a historical examination of writing instruction, this chapter provides a contextual lens for how writing has not always been a priority in the field of literacy; how writing and reading are interconnected; and how differing theories aim to explain writing development.

Findings

Writing has taken on a balanced approach between writing for product and writing as a practice. Teacher pedagogy has been heavily influenced by the advent of high-stakes assessments. Other factors such as maintaining motivation and engagement for writing affect student performance. Writing and reading benefit from an integrated instructional approach.

Practical implications

Elements of writing instruction are deconstructed to provide information for teachers to support students’ confidence in their writing abilities, build their identity as writers, and promote individualization and creativity to flourish through independence.

Citation

Ortlieb, E., Verlaan, W., Cheek, E.H. and DiMarco, D. (2016), "Rethinking Writing Products and Processes in a Digital Age", Writing Instruction to Support Literacy Success (Literacy Research, Practice and Evaluation, Vol. 7), Emerald Group Publishing Limited, Leeds, pp. 1-17. https://doi.org/10.1108/S2048-045820160000007001