In today’s society, the act of writing is ingrained in every aspect of our lives and will continue to shape human interaction as we head full force into the 21st century. The ability to write articulately gives one the power and opportunity to share and influence thoughts, ideas, and opinions with others, not only in day-to-day situations, but across time and space. As writers, it is important to produce quality works, and as educators, we have learned a great deal about what it means to teach others to do the same. This brief offers an overview of research and best practice in teaching the writing process.
Writing As methods of teaching writing have evolved, significant research has gone into understanding the process that a writer goes through when composing material and how to teach writing most effectively. 
There are many kinds of writing. The first, Formal writing or writing to learn, that is free writing. Free writing is writing without teachers, to describe what essentially free-association is writing, where the writer starts in one direction or another but lets the writing take whatever direction it seems to want. Second, Informal writing or learning to write. Here we need peer editing, revising, and portfolio assessment. Peer writing groups are a true sharing process. Sharing what we have written with others to see if we have been successful in conveying our intended meaning. Revising is the reconsider what they have writtent, get feedback from others, and make changes. Portfolio Assessment is one of the most effective means of assessing writing in a process-writing course is the writing portfolio, where students accumulate all drafts of their work all term long in a single portfolio (pocket folder).
After that, the principles of writing are beginning with three general questions about teaching writing. First, when to star teaching writing, the teacher give their own ideas and make these points yourself : there is no need to wait until student have mastered other skills before introducing writing, the student can beginning to learn individual letters from the very beginning. If student learn to write early, this can help them to develop other skills, it can help with reading, and can help them to remember words. Second, what style to teach? Printing: the letters are separated, and they look the same as in printed books. Simple cursive: to keep the same basic shape in printing, most children in Britain learns this style, and most adults use it. Third, full cursive: all the letters are joined and many have different shapes from printing, many people still use this style, especially older people. The last of the principle is what order to introduce the letters? Letter with similar shapes are taught together, vowels are introduced near the beginning this is useful as they are common, and can be joined to other letters to make words.
Then imitation, our practical problem was to devise ways that students might imitate the principle of writing. We employed three means chiefly: the keeping of a journal, the practice of some principles derived from the religious Meditation, and the use of the analogy.
Because we assumed that the process of transformation was nothing if not personal, we began our course by asking students to “collect themselves” in a journal. The great majority of students came to value their journal above anything else in the course. Perhaps for many it was the first time they had ever been encouraged to get themselves stated.
To conclude: in our brief project research, we sought to isolate the structuring principle of all Pre-Writing activity and then to devise exercises to allow students to imitate that principle in their own “Pre-Writing.” But more important to our way of thinking are the indirect effects of this approach which introduces students to the dynamics of creative response itself: a. It can lead students to produce writing good in itself. b. It can train students to creative discovery in other fields, since the psychology of creative surprise is not restricted to writing. c. It makes writing of a worthwhile kind possible to more students than traditional
modes, especially those based upon imitation of the finished product ever could. And by making writing possible to average students, we also make it more desirable. Our students more often than not ended up our course liking to write; perhaps for the first time they felt within themselves, along their pulses, that sense of power, of self-fulfillment, which the psychologists call “self-actualization.”
In conclusion, Writing As methods of teaching writing have evolved; significant research has gone into understanding the process that a writer goes through when composing material and how to teach writing most effectively. Writing instruction has come a long way. It has evolved from a rote, traditional method with an emphasis on writing conventions, maturing into a process that is able to accommodate a writer’s need to plan, brainstorm, seek feedback, and revise their work. Most importantly, however, substantial research has helped inform the way writing is taught. Then, writing ability is the skill to express idea, thoughts, and felling to other people in written symbols to more other people or readers understand the ideas conveyed.
Brown, H. D.(2007). Teaching by principles: an interactive approach to language pedagogy. Sanfransisco state university: Pearson longman.(p.409)
Belanoff and Marcia Dickson.(1991).The college writer’s reference.(Utah state university press.1997).Chapter 19
Acessed by Kamehameha school.(2007). The writing process: An overview of research on teaching writing as a process.(p.1-5)
Andrian Doff. (2007). Teaching English. Cambridge teacher training and development. (P.127-129)
Landmarks and Horizon. (2002). Teaching writing. The faculty development committee at Virginia military institute (p.7-15)
http://www.improving.nus.edu.htm. Acessed on December 2011
Peter Elbow.(1973). Oxford.Chapter 3.
 Acessed by Kamehameha school.(2007). The writing process: An overview of research on teaching writing as a process.(p.1)
 Peter Elbow.(1973). Oxford.Chapter 3.
 Brown, H. D.(2007). Teaching by principles: an interactive approach to language pedagogy. Sanfransisco state university: Pearson longman.(p.409)
 Belanoff and Marcia Dickson.(1991).The college writer’s reference.(Utah state university press.1997).Chapter 19
 Andrian Doff. (2007). Teaching English. Cambridge teacher training and development. (p.127-129)
 Landmarks and Horizon. (2002). Teaching writing. The faculty development committee at Virginia military institute (p.7-11)
 Kamehameha school.(2007). The writing process: An overview of research on teaching writing as a process.(p.5).