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Writing is described by many cognitive psychologists as one of the most complex intellectual activities undertaken by humans. Therefore, it is not surprising that students find it difficult to deal with writing tasks. They often feel anxious about how to write and reach the targeted words—a situation known as ‘writer's block'. This paper describes how the process approach of writing can be used by teachers to assist students in completing a writing exercise. A case study of the implementation of process writing in English for Academic Purposes course at a tertiary institution in Malaysia is presented to illustrate the positive outcome of the process writing approach. The systematic research-based curriculum used in this course allows the authors to observe the process and progress made by the participants in this study. It includes an in-depth discussion on the non-linear and cyclical features of writing, and how the process writing approach can make writing a more flexible, adaptable and enjoyable operation as it allows ample time for intervention procedures, the writing of multiple drafts, audience feedback and delayed attention to editing—to lower students' writer's block. The ability of students to work through their writer's block in stages, enables the teachers to guide them into a step-by-step production of writing through this process.

A Process Approach in the Teaching of Writing: Saving 21st Century Learners from Writer's Block