De la investigación sobre el proceso de composición a la enseñanza de la escritura

In the last twenty years, research on writing has changed from focusing almost exclusively on a cognitive analysis of the writing process to inquiring into the possibility and the need to teach this process (Camps & Castelló, 1996). This change in perspective has been gradual but definite, which has currently allowed teachers to have a knowledge corpus available in education. This, in turn, feeds new research and new ways to interpret the writing process. In this paper, our aim will be to analyze the main changes in the way how the writing process has been conceived during the last years and in the challenges these conceptions pose the teaching of writing.