Post-Process Pedagogy

Process pedagogy conceives writing as a series of linear actions that starts with prewriting and ends with rewriting. An underlying assumption is that the process of writing is same for all people with minor or no variations. Simply put, process pedagogy proposes a universal model of writing based on a “codifiable set of conventions.” Consequently, writing becomes a teachable skill, something that can be easily codified and transmitted to students in classrooms. The proponents of post-process pedagogy argue against the illogicality of reducing writing to a series of codified phrases. They think of writing as “situated, interpretive, and indeterminate act” which cannot be the same for all individuals. Also, they do not consider system-based instruction, such as understanding of grammar, to be an inherent part of writing skills. For scholars of post process pedagogy, writing is not a skill that be taught through a single pedagogical agenda. The emphasis is on pluralism as embodied in the “social-process rhetorical inquiry” style of teaching.

One way of integrating post-process pedagogy in the classroom context is by focusing on communicative interaction between the teacher and student and between the students themselves. There could be several ways of doing this. Collaborative writing assignments which have scope for sharing of divergent perspectives could provide a good staring point. Such assignments invite students to engage in extended “discourse about writing.” Also, teachers place greater emphasis on assignments (such as peer critiques) which require active interaction and exchange of thoughts between students.