Post-Process Pedagogy, what is it?

Blog Prompt: What is post-process pedagogy? Please provide examples from what you've seen in classes or examples of how you'd like to use it in the future.

During our class discussions of post-process pedagogy it occurred to me, or at least the possibility presented itself to me that we need large structural analyses of varying bodies of students 'reflective work, as opposed to studies of product. By studying products alone, we run the risk of learning the little amount that we do from TAAS essays, the emphasis in which is placed entirely upon template-style product. In order to accommodate what I feel to be the most important part of writing pedagogy, student reflection and practice, it becomes necessary to study process in reflective work. Studying process or product in a piece of writing that is weighted (considered in the student's grade) we certainly can learn some things, but we can learn different things from studying work unburdened by the fear of grading. I feel that a more accurate assessment of where each student stands in the great spectrum of writing development can be measured in pure practice.

This all leads back to the journal idea that Dr. Rickly mentioned in class several weeks ago: Have students split their journal into two columns, one side for observational objective findings, the other for reflective process writing. This seems to be the happy medium between studying process/product in a reflective setting. These journals then don't serve so much as a factor in a student's grade, but as a method for each teacher to gauge the true place of all students in their writing development. Once an instructor understands the varying levels of development within his/her classroom, s/he can tailor their pedagogy accordingly in order to reach the greatest percentage of students possible.

So I guess that finding patterns and tailoring pedagogy accordingly is what I feel to be a staple of post-process pedagogy. It all hinges on the accuracy of the writing sample, which I feel to be muddled when the writing is for a grade. That is not to say that we should not study student writing for a grade, but we should be wary while doing so. If instructors understand where students are as personal, reflective writers, they can better understand why student's have deviated so drastically in their written assignments for a grade (writing to cater, constructed voice, over-emulation, etc.).