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Approaches of Teaching Writing

There are three main approaches to teaching writing: product, process, and genre. The product approach focuses on mimicking model texts and producing an end product. The process approach emphasizes the creative process of writing including prewriting, drafting, revising, and editing. The genre approach focuses on understanding reader expectations through analyzing and constructing different text types. Each approach has strengths and weaknesses for developing writing skills.

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Mary Abygaelle
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74 views

Approaches of Teaching Writing

There are three main approaches to teaching writing: product, process, and genre. The product approach focuses on mimicking model texts and producing an end product. The process approach emphasizes the creative process of writing including prewriting, drafting, revising, and editing. The genre approach focuses on understanding reader expectations through analyzing and constructing different text types. Each approach has strengths and weaknesses for developing writing skills.

Uploaded by

Mary Abygaelle
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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APPROACHES TO TEACHING WRITING

NO.

APPROACHES

PRODUCT

PROCESS

GENRE

ASPECT
1.
DEFINITION

Traditional approach where The role of the individual on A framework


students mimic a model text. the creative process of instruction.
writing.

for

language

2.
STEPS

3.
WHEN TO USE?

4.
STRENGTH

5.
WEAKNESSES

PRODUCT
- individual

1.
2.
3.
4.

Study a model text


Controlled practise
Organised idea
End product

1.
2.
3.
4.

Prewriting
Drafting
Revising
Editing

1. Building the context


2. Modelling
and
deconstructing text
3. Joint construction of the
text
4. Independent construction
of the text
5. Linking to the related text

Analysed during early stages


For
promoting
the For advance student to create
of learning writing.
development of language use their own piece of writing

brainstorming,
group focusing on the social purpose.
discussion and rewriting.
Have model text
Provides basis for
Have focused purpose
Pupils
can
easily
teaching
and audience

Makes
the
process
of

Pupils know how to


understand
and
memorised the format
writing clear because it
express social purpose
of the essay.
has flow
effectively.
Failed to produce their
Took a long time to
Pupils will encounter
own idea of writing
gather and organised
problem if they fail to
ideas.
understand the genrespecific writing.
PROCESS
collaborative
between
teacher &
student

DIFFERENCES

PROCESS
- emphasis
on creative
writer

GENRE
- emphasis of
reader
expecations
and product

Reference

Book
Hedge, T. (2005). Teaching and Learning in the Language Classroom. Nottingham: Oxford.
Lindsay, C. (2004). Learning and Teaching English a Course for Teachers . Open University: Oxford.

Journal
Akhand, M. K. (2010). Approaches to Writing in EFL/ESL Context:Balancing Product and Process in Writing Class at Tertiary Level. NELTA .
Sun, C. S. (2009). Process Approach to Teaching Writing Applied in Different Teaching Models. CCSE.

Website
Abadi, C. (n.d.). Genre Based Approach: Theories, Lesson plan and Teaching simulation. Retrieved from Academia:
https://www.academia.edu/4743498/Genre_Based_Approach_Theories_Lesson_plan_and_Teaching_simulation
Steele, V. (n.d.). Product and process writing: A comparison. Retrieved from British Council 22 August 2015:
https://www.teachingenglish.org.uk/article/product-process-writing-a-comparison

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