Abstract:
My work explores the potential of the process theory of composition to teach writing in first-yea:r composition courses, which a:re mostly grammar-based and product oriented at tertiary levels in Bangladesh. Since most students are non-native users of English, while teaching .first-year composition courses, teachers generally focus more on teaching grammar and then on producing a ftnetuned write-up on the first attempt. However, writing is an active and recursive process that takes time toget the shape of a polished product of the formulized thoughts of a writer. When students do not go through the process of writing in a genre, they end up emulating the structure and sometimes plagiarizing phrases and even ideas. In my article, by analyzing the scholarly works of David Murray, Linda Flower, John Hayes, Janet Emig and other writing scholars, I aim at defining, dividing and discussing the process of writing. I intend to share a few pedagogical strategies that treat writing as a process and encourage multilingual writing teachers to develop declarative and pedagogical content knowledge for teaching writing in English in Bangladesh. I believe, my autoethnographic paper will contribute to the knowledge system that works to help multilingual students to develop their writing skills in English language. Though I take Bangladeshi universities context in my paper, I believe, my argument will matter to the rest of the non-English speaking world.
