Exploring Students’ Experiences of the Process Writing Approach to Develop Analytical Writing at the Tertiary Level of Private universities at Savar in Dhaka

Analytical writing is commonly required in academic writing to show relationships between pieces of information. It is used to compare and contrast, assess or evaluate. Writing is perhaps the greatest of human inventions, binding together people, citizens of distant epochs, who never knew each other. It plays a pivotal role in today’s contacts among the members of various discourse communities all around the world (Dehghan & Chalak, 2015). Writing skill has different sections where analytical writing is an important one. Analytical writing is used in academic writing in order to show relationship. It may have implied some degree of judgment using a limited range of evaluative language. Analytical writing measures one’s critical thinking and analytical writing skills too. Here I want to show teachers’ and learners’ dedication and motivation in order to adopt process writing approach for analytical writing. An EFL student at first in Tertiary Level finds it difficult to use a kind of reading that is needed for critical analyses. An English Language learner has to analyze different aspects of literature such as dramas, novels and poetry. Most of the learners depend on memorizing some essays, letters, and paragraphs from the guide books. A perplexing situation baffles a newly admitted University student which takes him to a kind of writing that lies far beyond his/her Higher Secondary Level of English Knowledge. What is spectacular about the article is its integrity and fidelity to three core dimensions: Teachers and students with the exposure of process writing approach coupled with a wide array of curricular approaches leading to comprehensiveness and application of those strategies in reading and writing analytical issues. 

• Supervision