The quote I found most relevant in this article was "The writing process was not, in other words, so much discovered as created" as stated by Geoge Pullman in his essay Stepping Yet Again Into the Same Current. Breuch suggests to her reader that the elements of writing can be taught in a manner that can be broken down into a useful model that students can use. She admits first in her article that it is difficult to apply this method of teaching writing. Research has shown that translating the value system one has in regards to writing is a difficult, if not impossible task. The process of writing as most accept it (prewriting, writing, revision) is one that many scholars are beginning to distance themselves from as doubts arise that writing can be taught in such a manner. By the end of her article, Breuch suggests to her readers that while this may be possible, it works best in a one on one situation. This way, students have more control over the level of participation.
Breuch also states in her article that writing should also be thought of in this manner: It is public, interpretive, and situated. A writer must always keep in mind his audience. Once writing is complete, is shall and always will be open to interpretation by that same audience. The author cites a few sources who believe that interpretation never ceases. Work produced in the 18th century might well be open to interpretation in the 21st. (The U.S. Constitution is a prime example of this.) What is the reader to do then? Should the reader continue to interpret such a document as it was originally intended or does interpretation change with the times and with the audience?
Breuch encourages teachers to use the pedagogy method sparingly and to lean towards the post process theory. The latter method, she feels, pays more attention to the needs of students. Teaching a method of writing that works for each student often comes down to the individual student himself, but the post process theory is more attuned to addressing the student's individuality as opposed to pedagogy, which seems to offer a "one size fits all" approach.
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