ABSTRACT
This chapter discusses the cognitive view of process and its relationship to strategy instruction, and then move to a rhetorical view of process. It talks about the writing as a process, both as involving a range of cognitive operations and as a sequence of tasks determined by the sociocultural context and rhetorical situation. The self-regulation has a close relationship with goal-setting, though it is better conceived as an aspect of the writing process. The chapter describes the implications of what we know about the writing process for the development of learning strategies and shows how an instructional sequence can be constructed using the example of travel writing. A rhetorical approach to writing as process moves the emphasis from writing as a set of thinking processes to an emphasis on how writing functions as a socially constructed practice. This chapter examines the strategy for addressing considerations related to the context of culture, the context of situation and textual macro features.
