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Abstract

This pilot study was conducted to determine whether or not training in teaching writing according to a process approach might also make teacher attitudes toward language more consistent with linguists. The subjects were 78 writing teachers, each of whom participated in one of three consecutive summer workshops. A language opinionnaire was selected to assess the results. A two-way repeated measures analysis of variance was performed on the data. Results indicated that the difference between the pretest and posttest means was significant across all workshop groups, with the teachers’ attitudes toward language becoming more congruent with those of linguists.