THE WRITING

PROCESS:
Developing a
Literature Review
Prepared by: Ms. Mary Grace Abayon
GUIDE QUESTIONS:
1. Have you ever been stuck in trying to
write something? At what point did
you get stuck?
2. How did you come up with a strong
content of your idea?
3. What strategy did you use in writing?
4. What interventions did you consider
in improving your writing skills?
5. Why do we need to improve our
writing skills?
 The writing process
involves teaching
students to write in a
variety of genres,
encouraging creativity,
and incorporating
writing conventions.
 According to Hadley (1993), writing
requires composing, which implies the
ability either to tell or retell pieces of
information in the form of narrative or
description, or to transform information
into new texts as in expository or
argumentative writing. Writing is a
complicated process that involves a
number of cognitive and metacognitive
activities.
 THEORY
- An integrated set of
defined concepts and
- Knowledge of science or - A hypothesis that has statements that presents
art derived from such study been tested for numerous view of a phenomenon and
and speculations times can be used to describe,
(Webster, 2000) (Venzon, 2004) explain, predict, and
control that phenomenon
(Burns & Grove, 2007)
 THEORIES are
abstract
rather than
concrete.
 FUNCTIONS OF THEORIES IN WRITING
RESEARCH:
It identifies parameters for the study.
It guides data collection.
It provides perspective in the
interpretation of data to enable the
researcher to structure facts into an
orderly system.
 Part of research where the researcher gathers
compiles, synthesizes information from various
sources.

REVIEW OF
This gathered information then serves as the
RELATED theoretical foundation towards solving the
research problem.

LITERATURE
It answers the question: WHAT HAS BEEN DONE
RELATIVE TO THE PROBLEM AT HAND?
 Caswell and Mahler (2004) also cited
that writing is a developmental process
that each student can successfully
experience at different levels when it’s
approached systematically. Based on this
premise, this action tool presents five
stages of writing- prewriting, drafting,
revising, editing, and publishing – in a
manner that writing is taught to be a
process.
 STEP 1: PREWRITING
- it involves generating of ideas,
brainstorming, considering the
purpose and goals for writing to
connect ideas, and designing a
coherent structure for a writing
piece.
 The following strategies are best used
when initially deciding on a topic.
1. LISTING - is a process of producing a lot of information
within a short time by generating some broad ideas and
then building on those associations for more detail with a
bullet-point list.
2. CLUSTERING – also called mind mapping or idea
mapping, is a strategy that allows you to explore the
relationships between ideas.
3. FREEWRITING – a process of generating a lot of
information by writing non-stop in full sentences for a
predetermined amount of time.

4. LOOPING - is a freewriting technique that allows you to

focus your ideas continually while trying to discover a
writing topic.

5. The Journalist’s Questions – a powerful way to develop

a great deal of information about a topic very quickly.
(Who, What, Where, When, Why and How)
 STEP 2: DRAFTING
- it is the stage of the writing process
in which you develop a complete first
version of a piece of writing.
Why is Drafting Important?

• Firstly, drafting is the process of putting words

down on the page and creating the first version of
your work. Getting that first draft done and dusted
can help to alleviate anxiety around staring down
the blank page, and there's no pressure with a
first draft, as the idea is that you will draft several
more times.
Why is Drafting Important?

• Drafting allows students to explore their ideas

more deeply, as returning to their work several
times might enable them to identify areas where
their arguments need further evidence. Students
might find that during the drafting stage, they
undertake further research into their topic, which
can improve and extend their knowledge.
Why is Drafting Important?

• Drafting allows students to clarify any points that

need elaboration and can help organize ideas into
a structure that makes logical sense. If a student
reads through a draft of their work and feels like it
doesn't flow well or that certain bits don't make
sense, drafting gives them the time to rectify these
issues.
 STEP 3: REVISING
Completing a writing project usually involves
multiple kinds of revising. One of the most
important things to remember when revising is
considering your reader’s experience. Peer-editing
is strongly recommended. Have other students,
friends, or family read over your manuscript. This is
a great way to make sure your paper is
comprehensible to an outside audience.
Questions to consider when revising:
a. What does the reader need to know to
understand your ideas or arguments?
b. Does your paper flow well?
c. What is the best order for your reader to
understand the information?
d. Are you giving too much detail or supplying
too much information?
e. Are you being repetitive?
 ARRR Approach
Add. Check to see if all your points are explained well. Identify the
areas of your paper that may need more supporting detail.
Rearrange. Consider where you may need to restructure your paper
and where ideas may fit better.
Remove. Remove extraneous words or sentences. Your readers will
thank you for giving them clear, concise ideas and explanations.
Replace. You might also think of this “R” as “Rewrite.” After
reviewing your paper, you may realize that some areas may not help
to support your argument and need to be rewritten. Don’t be afraid to
make big changes! As the writer, you are in charge, and you can
experiment and play with different ways to express your ideas in
words.
 STEP 4: EDITING AND
PROOFREADING
Editing focuses on local concerns like
clarity and sentence structure.
Proofreading involves reading the text
closely to remove typos and ensure
stylistic consistency.
Editing for grammar and clarity

When editing, you want to ensure

your text is clear, concise, and
grammatically correct. You’re looking
out for:
Grammatical errors.
Ambiguous phrasings.
Redundancy and repetition.
Proofreading for small mistakes and typos:
When proofreading, first look out for typos
in your text:
Spelling errors.
Missing words.
Confused word choices.
Punctuation errors.
Missing or excess spaces.
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 STEP 5: PUBLISHING
Publishing can be in the form of
submitting an assignment to a professor
or to a professional journal. Publishing is
a way to have your hard work recognized.
Publish with pride knowing you’ve
successfully navigated the writing
process!
Three related factors in the writing
process:
1.Psychology problem
2.Linguistic problem
3.Cognitive problem
According to Byrne (1995, cited in
Mundriah and Parmawati, 2016).
 According to Drakeford, W. (2023),
Post-intervention data indicated an
increase in students' writing skills.
Students' knowledge of writing
elements increased as demonstrated
by documented work in the classroom
setting .
 “A review of the solution strategies
suggested by the professional literature,
combined with an analysis of the settings of
the problem, resulted in the selection of five
major categories of intervention: teacher
training on the writing process, parent
involvement, implementation of a writing
program to teach concepts/skills, use of a
variety of writing strategies, and peer
editing”, (Koulourianos, E., & Marienau, V.
2001).
 CONCEPTUAL FRAMEWORK
 A scheme formulated out of the review of
related literature.
 Clarifies relationship between and among the
major variables of the study.
 The researcher’s own position on the problem.
 An explanation of the problem to be studied
after the researchers review of various
literatures and studies.
 Illustrated in a conceptual paradigm.
 PARADIGM

 A schematic diagram which

depicts the relationship of
variables.
PARADIGM

 Use circles and arrows to

show cause and effect.

 Use boxes and straight lines

to show a relationship.
 PARADIGM

Input Process Output

 PARADIGM
Demographic
Profile

Academic
Performance in
English

Intelligence
Quotient
USEFUL SITES FOR ONLINE ACADEMIC LITERATURE
REFERENCES:
Strategies Drafting. (n.d.). StudySmarter
UK. https://www.studysmarter.co.uk/explanations/english/research-
and-composition/drafting/s for teaching writing. (n.d.). Google Books.
https://books.google.com.ph/books?hl=tl&lr=&id=Rpx-1Hb_T9wC&oi
=fnd&pg=PR6&dq=strategies+in+writing+process&ots=kG9Cy0QW
v_&sig=ShuDW9zrJu4tjt_iOcikZCT_8JE&redir_esc=y#v=onepage&q=
strategies%20in%20writing%20process&f=false

Alisha, F., Safitri, N., Santoso, I., & Siliwangi, I. (n.d.). Students’
difficulties in writing EFL. Com.Mx. Retrieved October 2, 2023, from
https://ofertaformativa.com.mx/wp-content/uploads/2023/03/Writing-
difficulties.pdf
University of Lynchburg. (n.d.). The writing process.
https://www.lynchburg.edu/academics/writing-center/wilmer-writing-
center-online-writing-lab/the-writing-process/#:~:text=The%20general
%20steps%20are%3A%20discovery,drafting%2C%20revising%2C
%20and%20editing

Caulfield, J. (2023, July 23). The Writing Process | 5 Steps with Examples
& Tips. Scribbr. Retrieved September 27, 2023, from
https://www.scribbr.com/academic-writing/writing-process/

Drafting. (n.d.). StudySmarter

UK. https://www.studysmarter.co.uk/explanations/english/research-and-
composition/drafting/
Drakeford, W. (n.d.). The effects of cooperative learning on the classroom
participation of students placed at risk for societal failure. Eric.ed.gov.
Retrieved October 5, 2023, from
https://files.eric.ed.gov/fulltext/ED535720.pdf

Graham, S., Tavsanli, O. F., & Kaldirim, A. (2022). Improving writing skills
of students in turkey: A meta-analysis of writing interventions.
Educational Psychology Review, 34(2), 889–934.
https://doi.org/10.1007/s10648-021-09639-0

Koulourianos, E., & Marienau, V. (2001). Improving students’ confidence

in writing achievement through the use of parent, student, and teacher
interventions. http://files.eric.ed.gov/fulltext/ED452568.pdf
THANK YOU
FOR
LISTENING
ATTENTIVELY!