A plea for teaching writing as an integrative process meant to serve a functional purpose
A plea for teaching writing as an integrative process meant to serve a functional purpose

Summary/Abstract: In the Romanian context, writing is in a paradoxical situation: it is claimed to be important though it is one of the skills that is little invested in and moreover it undergoes strong opposition from the parents who would opt for digitalization as a preventive opportunity for their children in the future. Mistreated by both school and society, writing is given meagre chances of proving its determining role in the intellectual formation of the young generation. In this line of thought this paper aims at mapping writing as a school-taught skill by first outlining the Romanian approach to school writing (as product or process) and secondly by carrying out an analysis of the writing tasks regularly assigned, with a view to emphasizing their ups and downs and to suggesting changes that might improve not only the perception on writing in the Romanian curriculum, but also the quality of the educational output. In order to obtain a good representation of how writing is viewed by the Romanian educational system, it is deemed as appropriate to analyse the school curriculum issued and approved by the Ministry of National Education and to evaluate the implementation of the official guidelines into school textbooks. The justification for the interest of the authors in writing is related to the high rates of functional illiteracy, to the preponderant evaluation type of the pupils (a written one) and to the largely acknowledged inability of pupils to successfully manage their written tasks.

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