Reflections on Process Writing

Abstract

This paper reviews collaboration between a Communication lecturer and two Science lecturers to improve underprepared students' scientific writing, using a process writing approach. Findings suggest that undertaking  process writing is worthwhile as part of a deep learning approach in higher education; however, such an endeavour requires careful planning and constant coordination within the constraints of highly structured, time-pressured academic programmes. The author concludes that increasing the quality and quantity of students' scientific writing requires commitment and active collaboration by those  involved at all levels of study in the discipline. Only with sustained, explicit and appropriate guidance by all lecturers concerned are science students likely to develop and value the appropriate scientific discourse that will mark them as fully-fledged members of the scientific community.

Keywords: Process writing; academic writing; disciplinary discourse; situated learning; content and language integration