Teach Writing as a Process not Product by Donald M. Murray

*making a note to myself here that Murray might be someone to investigate when I do a further independent study on the intersections between creative writing and composition pedagogy, as he makes some interesting claims in this article*

Murray believes that composition instructor emphasize the finished product of a paper: We study literature, which is printed as a finished product; we mark up student papers and hand them back without chance for comment, as though it is the students' fault for not coming up with better ideas the first time. Yet all good writing and literature comes from a process of consideration and revision, and compositionists who teach the craft have an obligation to show new writers that ideas don't come magically and grandly to writers.

Writing is a process of discovery through language (4). The process itself can be divided into three stages: prewriting, writing, and rewriting (4). Murray says the amount of time spent in each stage depends on the writer's personality, work habits, maturity as a craftsman, and the challenge of what he is trying to say.

Teaching writing process implies that the text of the writing course should be the student's own writing, his own subject, and his own language, with the opportunity for new drafts and genres encouraged. The grammar and conventions should not be emphasized, and time must be given for the process to take place.