Questions on Matsuda's article

1) Matsuda traces the history and discursive construction of process and post-process in composition studies and L2 writing. Given that discursive construction is the construction of some key terms and concepts that shaped the development of composition studies and L2 writing, what trends do you notice in the discourse of current composition studies and L2 writing research?

2) Pedagogical reforms in composition instruction started before process movement but were not as successful as process movement in the 70’s. There were isolated and successful ephemera reforms that did not last (p. 68-69). However, although process has been adopted, teaching practices were still rooted in traditional pedagogy.

As former students of English or composition/writing teachers did you notice shifts in

teaching writing pedagogy in your respective ESL/EFL contexts?

3) Matsuda argues that knowledge is discursively constructed. Such construction is to be found in the dominant research for instance. Within L2 writing research, the techniques that were used and reported on in L2 research studies in the 60’s and 70’s (pre-writing and rapid writing – p.76) were similar to process and free-writing in the process era in composition studies. This may argue for the existence of a process era in L2 writing although it was not endorsed by all L2 writing teachers and that arguing for a post-process era in L2 writing is somehow controversial. Do you argue for the existence of a process era in L2 writing and advocate for post-process and why?