ABSTRACT
The writer begins by planning and reflecting on his/her subject-matter, then settles down to write; once the writing is completed, he/she checks for errors, makes improvements to ensure greater clarity and readability, and then completes a final fair copy. There are constant interruptions between each phase and constant movements back and forth between the phases identified in the model as the writer proceeds towards his/her final goal. The 'composition' when applied to classroom writing tends to be interpreted by teachers as signifying the final written product, something that has already been 'composed', a script ready for the teacher to respond to and assess. The notion of audience is important on both the affective and the cognitive dimensions of the communicative context - that is, how the writer feels and thinks about the intended audience for the writing. Transcription is the process whereby the message that has been formulated or composed is translated into written form.
