Traditionally, teacher had thought that producing a good piece of writing should have been innate in the students mind. A writing task was seen as a product required to be passed at a certain level in the English class. As we can see in Gladys Baya's presentation, mental blocking and frustration were very common feeling for our students.
There has been a movement for almost twenty years to consider writing within the learning process, and as Tricia Hedge defines in her Teaching and Learning in the language Classroom, writing became "the result of employing strategies to manage the composing process, which is one of gradually developing a text". With this change in the way writing was perceived, we will need to focus on our responsibility as facilitators of the learning process on training our students into process writing and on the new role this skill has acquired, a productive skill for real communication.
Gladys suggests us several techniques for training our students into process writing; ideas that Hedge would categorize as "helping students to generate ideas" and "providing opportunities for planning". She will go a bit further and she will give us tips for correcting and giving feedback to pieces of writing that had gone through the process. It is up to us, encourage our students writing for authentic audiences such us blog readers (have a look at Maria's students writing) or students from other classes in other parts of the world (have a look at Gladys' students interaction with other classes), the more meaningful we can make writing for them, the easier it would be for them to find the words to express themselves.
I invite you to discover all you can learn from this teacher who enabled me as a facilitator for my students own processes. Only by becoming aware of the role we want writing to have in our classes and in our students' lives is that we can change the fossilized image of writing as a static product.
Based on Tricia Hedge, Teaching and Learning in Language Classroom, Oxford, 2000