Teaching of Writing in Pakistan: A Review of Major Pedagogical Trends and Issues in Teaching of Writing

Abstract

To meet the writing requirements of modern society, a model of teaching of writing must provide students a rich and diverse
array of writing experiences. This article provides views regarding paradigm shift in teaching of writing which was first introduced by
Hairston (1982) a unique model for teaching of writing. Best practices in teaching of writing place great importance on how the students
write; here effort has been made to introduce the real essence of process approach of teaching of writing. It is beyond doubt that writers
can not be taught skills of writing unless they are aware of the processes involved in writing. In this paradigm response, revision, and
editing have been looked upon differently. It is hoped that this article will help teachers and learners build the mental concept that a draft
is a “document in flux” that can be edited, revised and improved, in other words it is a cyclic process. Further, this article suggests such
an educational system in which teachers should have “the opportunity to ponder over how the students write not over what the students
write. In Pakistan there is a dire need of changing a conventional, unprofessional model of teaching of writing. Our students lag behind
not due to ability but owing to inadequate pedagogical approach.