Post-Process "Pedagogy": A Philosophical Exercise

Xvecently, theories of composition instruction have suggested that process (prewriting, writing, rewriting) is no longer an adequate explanation of the writing act. Many post-process scholars, largely influenced by postmodernist and anti-foundationalist perspec tives, suggest that the process paradigm has reduced the writing act to a series of codified phases that can be taught. These critics suggest that process pedagogy simply offers us another foundational explanation of writing.1 Indeed, the dominant contention of post-process scholars is that process has come to represent Theory with a capital T.2Gary Olson explains, for example, that the process approach is problematic because it attempts to generalize the writing act: