March 2026 · Writing
The process writing approach treats writing as a recursive, multi-stage process rather than a one-shot product. Instead of assigning a topic and collecting a finished essay, you guide students through brainstorming, drafting, revising, editing, and publishing — each stage with its own activities and feedback.
Before students write a single sentence, they need ideas. Pre-writing activities include: mind mapping (visual brainstorming around a central topic), free writing (write non-stop for 5 minutes without worrying about grammar), listing (bullet-point all ideas related to the topic), questioning (who, what, where, when, why, how about the topic), and discussion (pair/group conversation to generate ideas).
Brainstorming in pairs is especially effective in ESL: students who struggle to generate ideas alone often spark off each other. Provide vocabulary support during this stage — a word bank or key phrases related to the topic.
The first draft focuses on getting ideas on paper. Explicitly tell students: "Don't worry about grammar or spelling — just write your ideas." This reduces the paralysis many ESL students feel when they try to write perfectly from the start. Set a time limit (20-30 minutes) and minimum word count to keep momentum.
During drafting, circulate and offer content feedback: "What do you mean by this? Can you give an example? What happened next?" Save grammar correction for later stages.
Revision focuses on what you say, not how you say it. Use revision checklists: Does the introduction hook the reader? Is the thesis clear? Does each paragraph have a topic sentence? Are ideas in logical order? Is there enough evidence/examples? Does the conclusion summarize and close effectively?
Peer revision is powerful here: students read each other's drafts and give feedback using structured forms. Train students in constructive feedback: two things they liked + one question they have + one suggestion for improvement.
Editing focuses on how you say it: grammar, spelling, punctuation, word choice. Use editing checklists specific to common ESL errors: subject-verb agreement, article usage, tense consistency, spelling of common words. Have students read their work aloud — they often catch errors by ear that they miss by eye.
Peer editing works well with marking codes: students mark errors using symbols (SP = spelling, WO = word order, T = tense) without correcting them, forcing the writer to self-correct.
Publishing gives writing purpose. Options: class blog, wall display, class magazine, reading aloud, sharing with another class, sending to a real audience. When students know their writing will be "published," they invest more effort in every stage. Digital publishing on platforms like Google Docs allows easy collaboration and sharing.
A full process writing cycle typically takes 3-5 lessons depending on the writing type and student level. You can condense it to 2 lessons for shorter texts (paragraphs, emails) or extend to a week for longer projects.
Absolutely. Simplify each stage: brainstorming with pictures instead of words, collaborative drafting with the whole class, teacher-guided revision. Even A1 students can brainstorm → draft → edit a simple paragraph.