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The writing process is a term used in teaching. In 1972, Donald M. Murray published a brief manifesto titled "Teach Writing as a Process Not Product",〔IDonald M. Murray, "Teach Writing as a Process Not Product" ''The Leaflet'' (November 1972), rpt. in ''Cross-Talk in Comp Theory'', 2nd ed., ed. Victor Villanueva, Urbana: NCTE, 2003.〕 a phrase which became a rallying cry for many writing teachers. Ten years later, in 1982, Maxine Hairston argued that the teaching of writing had undergone a "paradigm shift" in moving from a focus on written products to writing processes.〔Maxine Hairston, "The Winds of Change: Thomas Kuhn and the Revolution in the Teaching of Writing" ''CCC'' 33 (1982), pp. 76-88, rpt. in ''The Norton Book of Composition Studies'', ed. Susan Miller, New York: Norton, 2009〕 For many years, it was assumed that the writing process generally operated in some variation of three to five "stages"; the configuration below is typical: * Prewriting * Drafting (See Draft document) * Revising (See Revision (writing)) * Editing: proofreading * Publishing What is now called "post-process" research demonstrates that it is seldom accurate to describe these "stages" as fixed steps in a straightforward process. Rather, they are more accurately conceptualized as overlapping parts of a complex whole or parts of a recursive process that are repeated multiple times throughout the writing process. Thus writers routinely discover that, for instance, editorial changes trigger brainstorming and a change of purpose; that drafting is temporarily interrupted to correct a misspelling; or that the boundary between prewriting and drafting is less than obvious. ==Approaches to the Process== 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「writing process」の詳細全文を読む スポンサード リンク
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