As a public school teacher, I’ve seen firsthand how process writing can reshape the way students engage with literacy. Unlike the traditional didactic methods, process writing treats writing as a dynamic, learner-centered journey. Students brainstorm ideas, draft freely, revise with feedback, and reflect on their work. This approach encourages creativity, ownership, and deeper thinking.

One of its greatest strengths is how it builds confidence. In my classroom, even hesitant writers began to express themselves more openly when they realized that mistakes were part of learning. Peer editing and teacher conferencing helped them see writing as a conversation, not just a test. It also allowed me to connect writing tasks to real-life themes—like family, community, or local issues, which made the work more meaningful.

However, process writing also has its challenges. It takes time, and in large classes with limited resources, it’s hard to support every student through each stage. Some learners need more structure, and others struggle with revision. Without proper scaffolding, the process can feel overwhelming.

Compared to didactic pedagogy, which emphasizes correctness and teacher control, process writing values voice, exploration, and reflection. It’s more flexible and responsive to students’ backgrounds and interests. In the Philippine context, where many learners speak Filipino or regional languages at home, this approach allows them to connect writing with their lived experiences, making literacy more inclusive and authentic.

Ultimately, process writing helps shift literacy from a mechanical skill to a tool for thinking, communicating, and growing. It reminds us that writing isn’t just about grammar, but meaning.

Reference:

Graves, D. H. (1983). Writing: Teachers and children at work. Heinemann.

Department of Education Philippines. (2023). Inclusive Education Framework. Retrieved October 2, 2025, from https://www.deped.gov.ph