TEACHING STUDENTS TO WRITE: A REVIEW OF HISTORY, MOVEMENTS AND METHODS

The ability of students in the American educational system to write proficiently is fundamental. Yet, too often writing is given a backseat to other traditional subject matter and taught only in the confines of the English classroom. The result yields college students lacking basic writing skills, and struggling in careers upon graduation. This study sought to examine the literature surrounding writing, the various writing movements, process writing as a successful teaching strategy, and the future of writing as a whole. The method of research for conducting this study was a review of literature. Conclusions noted it is imperative that colleges and universities look to the three most prominent writing movements of the past: Writing Across the Curriculum, The National Writing Project, and Writing in the Discipline to shape the teaching of writing at the secondary and post-secondary levels. Additionally, a definitive method for teaching writing must be identified that improves writing performance, and research indicates process writing may indeed be successful. Researchers recommended the effectiveness of process writing in a college classroom be studied, as well as the effect of writer attitude and different writing approaches