ABSTRACT
As noted by Rijlaarsdam and van den Bergh (2004), “The most frequent cliché about writing is that writing is a complex task” (p. 3), not easy to learn and not easy to understand through research into its processes and products. According to the U.S. National Assessment of Educational Progress (2007), only 33% of eighth grade students and only 24% of twelfth grade students were evaluated as proficient writers (Schneider, 2008). The majority of the students were at a basic achievement level, thus demonstrating only partial mastery of prerequisite knowledge and writing skills.
