Abstract:
This thesis is an investigation into the effects of theintroduction of the process writing approach on student performancein, and attitudes to writing as well as major factors involved increating any such effects.A case study of one class of eighteen, second yearstudents majoring in Agro-Industry enrolled in the course,English for Students of the Faculty of Natural Resources wasmade. Data were collected from student, teacher and observerdiaries, students evaluation of their own and peers writing,semi-structured interviews and a final test.The results of the investigation show that the processwriting approach enhanced the students writing performancealthough the study does not show a remarkable change. Further,the students attitudes to writing made positive changes over theperiod of the experiment. Brainstorming, drafting, self andpeer-correction, the use of a composition evaluation checklisttogether with the teachers flexibility and understanding,modelling of writing processes, feedback strategies and diarywriting emerged as important factors facilitating such change.