CoChat
Sign Up
Cited by 756EFL/ESL Teaching and LearningDiscourse Analysis in Language StudiesWriting and Handwriting Education

A process genre approach to teaching writing

Badger, R., White, G.·2000·ELT Journal
DOI 10.1093/elt/54.2.153
Open this paper in CoChat — free account

Abstract

This paper analyses the strengths and weaknesses of product, process, and genre approaches to writing in terms of their view of writing and how they see the development of writing. It argues that the three approaches are complementary, and identifies an approach which is informed by each of them.

Integrity signals

Registry

Crossref · 10.1093/elt/54.2.153

Cites

6 of 6 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

  • Process-based approaches that lead students through brainstorming, outlining, drafting, and revising benefit writing quality and learner autonomy.

    “Writing quality and learner autonomy have been demonstrated to benefit from process-based approaches that lead students through the stages of brainstorming, outlining, drafting, and revising [1].”

    From Evaluating the impact of using ChatGPT on EFL students’ argumentative skills (2026) · cites this paper as [1]

  • Meaningful writing development frequently results from struggle, reflection, and iterative learning.

    “The idea that meaningful writing development frequently results from struggle, reflection, and iterative learning is support by the fact that students in CG, in contrast, reported a growing sense of ownership and self-efficacy despite their initial frustration [1].”

    From Evaluating the impact of using ChatGPT on EFL students’ argumentative skills (2026) · cites this paper as [1]

Cites

Flagged first, then by citations

Cited by

Sorted by citations

Related

Authors
Badger, R., & White, G.
Affiliations
University of Stirling (GB)
Venue
ELT Journal
Publisher
Oxford University Press (OUP)
Published
2000-04-01
Volume
54
Issue
2
Pages
153-160
ISSN
  • 0951-0893 (ISSN-L)
  • 1477-4526
DOI
10.1093/elt/54.2.153
OpenAlex
W2031184796
Cited by
756
References
6
Citations by year
2026: 28 · 2025: 38 · 2024: 45 · 2023: 44 · 2022: 64 · 2021: 59 · 2020: 58 · 2019: 52 · 2018: 47 · 2017: 50 · 2016: 47 · 2015: 42 · 2014: 44 · 2013: 32 · 2012: 35
FWCI
9.12
Type
journal article
Language
en
Open access
closed
Locations
ELT Journal (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
  • Social Sciences › Education › Writing and Handwriting Education
Keywords
process-genre approach, writing instruction, product approach, process approach, genre-based approach, writing development, second language writing

About these checks

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.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review