Constraints:
-students might not trust one another to get feedback during a writers workshop
-where are students learning to write at university? English departments assign writing but do not teach it
-if students have not read an article, it is difficult to get them involved in the process work necessary for learning
-the size of the class can inhibit getting process feedback during writing
-contextual restraints include that disciplines stick to one way of writing (papers, reports, labs)
-in ELA classrooms, students are learning about many reading and writing genres but in university, they may use only one kind of reading and writing
-teaching reading and writing need to be done for different purposes: to enjoy the text and then to learn about reading and writing from the text
-different faculties will encourage process writing and others only product writing
-we have to try and change the way students think about writing, especially if they want the professor to have all the control what and how they write
-we want the focus to be on learning-which means allowing re-writes, and students being more engaged in the assignments and rubrics as co-producers of knowledge
-students present very different needs as writers and so we have to adjust our practices each semester
-inadequacies of the course can make it difficult
-time constraints make is hard to do some of the writing we want them to do