Overview

This book is an investigation of the writing task in Ghanaian high schools. Writing, while a school activity, is a skill to be developed in the writer, but it seems to us that it is treated as an automatic result of writing training rather than a process. To be able to evaluate the teaching of writing in its entirety, we relied on the work of Hayes and Flower (1980) to serve as empirical theory at work. These authors based their work on the psycholinguistic approach to writing, shedding light on a number of factors to consider when starting to write. The study provides teachers with knowledge of the writing situation, enabling them to put strategies in place to successfully guide a writing task. Also, any learner who learns about these factors will be in a better position to succeed in his or her writing projects. These factors include the acquisition of thematic vocabulary, syntax and revision of the written text.

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