Post-process composition theories suggest that prewriting, writing and rewriting are no longer adequate in the teacthing and explanation of writing, says Breusch. She argues that post-process "scholarship is shortchanged by the continued emphasis on process in that the broader implications of post-process thoery have very little to do with pricess "(98). If we think about writing as an interpretative activity, we must also keep in mind that post-process perspective rejects process as an explanation of writing and as a method of teaching writing.

Breusch then touches on Kent who distinguishes actually writing from knowledge of grammar. Kent does not blow off grammar and think it is unimportant, but rather "he suggests that these skills do not in themselves comprise the writing act and that we cannot reduce te writing act to a system that can then be taught" (100). Teaching writing as a process as Murray stressed (prewriting, writing, revision), Kent argues reduces the act of writing which should be a discovery process. Murray and Kent obviously differ because Murray says you can teach writing as the process and Kent completely rejects that, because he says writing cannot be taught as a process.

Since I'm a communications major I found it interesting that Kent said we should "stop talking about writing and reading as processes and start talking about these activities as determinate social acts" (101). So pretty much communication is the product of internal thoughts . From this proposal, Kent discusses how this would actually work in a classroom. The writing process, he says, should involve the teacher working together with the student where there is the potential for them to learn from each other. Kent's model requires two-way communication that includes active participation from teacher and student. This applies to what we're doing in peer tutoring. We work together in conversation in attempts to form a reciprocal relationship that we both benefit from. We'll see if it works in the end!

Post-process theory looks as writing as an activity rather than a "thing." This shift, Kent describes, is explained by the following: "writing is public, writing is interpretive; and writing is situated (110). Writing in public means that we are writing to an audience and therefore you must consider your audience when writing. Next, what we know is shaped by interpretations so writing becomes an activity that requires an "understanding of context, interaction with others, and our attempts to communicate messages" (115). Finally, writing is led by the situation, not by the rules of process.

Finally the end of the essays suggests that teachers need to be more willing to discuss, listen and more conscientious to meet their students' educational needs. I think this is what we're trying to move towards in our peer tutoring, and in my upper-level English classes I notice this is how professors are attempting to teach. Other professors in writing papers in science, for example, focus more on structural/grammatical issues like the unskilled writers aim at.