Process Writing as an example of authentic literacy pedagogy, analyzing its core principles, strengths, weaknesses, and how it differs from more traditional, didactic approaches to teaching writing.

Process Writing is a learner-centered approach that emphasizes writing as a recursive and developmental process rather than a one-time performance. Instead of simply assigning a topic and expecting a final product, teachers using this approach guide students through multiple stages: prewriting, drafting, revising, editing, and publishing. The aim is to help learners understand that writing is not about immediate perfection but about expressing ideas, reflecting, and improving over time. Teachers act as facilitators, offering feedback throughout the stages, while students are encouraged to engage in peer review and self-assessment.

One of the key strengths of Process Writing is that it mirrors how real writers work in authentic contexts. It allows students to take ownership of their writing, make meaningful choices, and see writing as a tool for communication, not just as a school exercise. The approach fosters creativity, critical thinking, and reflection, supporting the development of deeper literacy skills. It also accommodates diverse learners by allowing different entry points and pacing.

However, weaknesses include the time-intensive nature of the method. Teachers may struggle to manage it within rigid curricula or large class sizes. Additionally, students who are used to more structured, product-focused tasks may initially find the openness of process writing confusing or overwhelming.

Compared to didactic pedagogy, which often centers on grammar drills, formulaic essay structures, and correctness, process writing prioritizes meaning-making and student voice. While didactic methods focus on the final product and correctness, process writing emphasizes growth, revision, and authentic expression, making it a more holistic and student-empowering approach to literacy.