The process writing approach: a meta-analysis
Abstract
The process approach to writing instruction is one of the most popular methods for teaching writing. The authors conducted meta-analysis of 29 experimental and quasi-experimental studies conducted with students in Grades 1–12 to examine if process writing instruction improves the quality of students’ writing and motivation to write. For students in general education classes, process writing instruction resulted in a statistically significant, but relatively modest improvement in the overall quality of writing (average weighted effect size [ES] = 0.34). Variation in ES was not related to grade, reliability of the writing quality measure, professional development, genre assessed, or quality of study. The process writing approach neither resulted in a statistically significant improvement in students’ motivation nor enhanced the quality of struggling writers’ compositions.
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There is a conceptual problem with written assessments: the final output is assessed, but not its manner of execution.
“There is also a conceptual problem with written assessments: the final output is assessed, but not its manner of execution (Graham and Sandmel, 2014).”
From Using version control to document genuine effort in written assignments: a protocol with examples for universities (2023) · cites this paper as Graham and Sandmel, 2014
The proposed method offers a quantitative and rapidly marked solution to calls for improving the teaching of writing.
“Graham and Sandmel (2014) has echoed calls for improving the teaching of writing and this proposed method offers a quantitative and rapidly marked solution.”
From Using version control to document genuine effort in written assignments: a protocol with examples for universities (2023) · cites this paper as Graham and Sandmel, 2014
The written assignment assessment method assesses writing execution over the entire writing cycle.
“it assesses writing execution over the entire writing cycle (Graham and Sandmel, 2014);”
From Using version control to document genuine effort in written assignments: a protocol with examples for universities (2023) · cites this paper as Graham and Sandmel, 2014
The method is comparable to the process writing approach.
“The method is comparable to the process writing approach (Graham and Sandmel, 2014).”
From Using version control to document genuine effort in written assignments: a protocol with examples for universities (2023) · cites this paper as Graham and Sandmel, 2014
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- Authors
- Graham, S., & Sandmel, K.
- Affiliations
- Vanderbilt University (US)
- ORCID
- Graham, Steve
- Venue
- The Journal of Educational Research
- Publisher
- Informa UK Limited
- Published
- 2011-10
- Volume
- 104
- Issue
- 6
- Pages
- 396-407
- ISSN
- 0022-0671 (ISSN-L)
- 1940-0675
- OpenAlex
- W1970391825
- Cited by
- 374
- References
- 59
- Citations by year
- 2026: 23 · 2025: 12 · 2024: 35 · 2023: 30 · 2022: 28 · 2021: 74 · 2020: 27 · 2019: 36 · 2018: 24 · 2017: 25 · 2016: 16 · 2015: 26 · 2014: 10 · 2013: 3 · 2012: 5
- FWCI
- 3.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Educational Research (publishedVersion)
- Topics
- Social Sciences › Education › Writing and Handwriting Education
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Reading and Literacy Development
- Keywords
- process writing, writing instruction, writing quality, writing motivation, struggling writers, middle and high school students, writing genres, teacher professional development
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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