{'fraction_non_alphanumeric': 0.01728024042073629, 'fraction_numerical': 0.0, 'mean_word_length': 5.312796208530806, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Process in the Business Writing Classroom: One Teacher's Approach

The product vs. process controversy enters the Business Writing classroom concerning how class time is spent teaching writing. A product-oriented approach works on the assumption that students already know a great deal about their subjects and about how to write. Class time is spent on lecturing and discussing assigned readings, mostly giving directions for formats and organizational plans. Students are then assigned to write a paper based on their ability to comprehend and assimilate these directions. Such an approach tends to ignore the complexities of the writing process and often yields disappointing results. In contrast, a process-oriented approach devotes class time to small group discussion, collaboration, audience analysis, peer evaluation, multiple drafts, with emphasis on revision and on extensive planning. These are techniques which practicing writers use to produce professional papers. Much more time is devoted to how to write than to what formal or organizational plan the student should use. Such an approach impresses students with the complexities of writing in the professions. Students leaving a process-oriented Business Writing course enter the professional world with a better preparation for the realities of writing on the job.