ql-align-justify">Authentic Literacy pedagogy, exemplified by the process writing approach, acknowledges the ongoing process before submission of a single final draft. Guiding students through stages like planning, drafting, revising, and editing as a teacher. Approaches like this notice that it is important to receive feedback as well as inner reflection. Studies about writing instructions state that process-based teaching allows learners to gradually think and ponder, which can help them be more confident in writing because they have the freedom to rethink and improve their work (Vejayan & Yunus, 2022).

Pedagogy of this kind can also connect to a wider range of literacy theories. For example, the multiliteracies framework emphasizes self-meaningful practice, analysis, and real-world application. When it comes to this view, literacy just does not solely focus on technical grammar but includes and recognizes the importance of understanding a language in a real-world context to communicate ideas effectively (New London Group, 1996). Thus, perspectives into diverse learning styles help teachers design activities for students to write more authentically using real purposes and audiences that make it more engaging and relevant.

The process writing approach's ability to promote deeper learning is one of its main advantages. As they see progress over time, students learn to critically revise, become more conscious of their own thinking, and frequently feel more motivated. Students who receive peer and teacher feedback are also better able to view writing as communication rather than merely a graded assignment. According to research, this method can boost students' confidence and writing skills (Hussin & Aziz, 2022). Since they would have to reference their own reliable sources and go over their work with the goal of self-correcting, this enables students to practice self-autonomy and honesty with their work. This can improve mastery without too much pressure.

Hussin, S. N. L., & Abdul Aziz, A. (2022). Rethinking the Teaching Approaches of ESL/EFL Writing Skills. International Journal of Academic Research in Progressive Education and Development, 11(1). https://doi.org/10.6007/ijarped/v11-i1/12174

The New London Group. (1996). A Pedagogy of Multiliteracies: Designing Social Futures. Harvard Educational Review, 66(1), 60–93.

Vejayan, L., & Md. Yunus, M. (2022). Writing Skills and Writing Approaches in ESL Classroom: A Systematic Review. International Journal of Academic Research in Business and Social Sciences, 12(6). https://doi.org/10.6007/ijarbss/v12-i6/13259

Beyond the Final Draft: The Role of Process Writing in Authentic Literacy Pedagogy