ABSTRACT
This chapter explains an arbitrary division of the composing process into prewriting, writing, rewriting, and editing, and teachers need the know how to intervene in every stage of the process. It focuses on the kinds of learning necessary by following a hint by Mellon for successful writing could be roughly divided into two categories, the rhetorical and the arhetorical. Rhetorical skills would be learned in the workshop and arhetorical in the laboratory. In second-language learning, then, there are two related processes: the naturalistic one which often takes place in a rhetorical situation; and the artificial one which results from the desire to learn certain skills of language. In a sense, the monitor is a low-level device; one cannot consciously learn extremely complex rules of language, but internalizes them through acquisition. One can, however, learn such rules and paradigms as those which make up the system of articles in German or which constitute standard punctuation in English.
