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Product Vs Process Based Approach

This document summarizes and compares product-based and process-based approaches to teaching writing skills. The product-based approach focuses on form and imitation, having students progress through stages of modeling, practice, organization, and individual production. This approach is best for beginners. The process-based approach emphasizes creativity, planning, drafting, revising, and feedback. It allows more freedom and develops higher-level thinking skills. This approach works well for intermediate to advanced students. Neither approach alone can address all student needs, and formal letters may be best taught through a product-based focus on style and structure.

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Justo
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135 views

Product Vs Process Based Approach

This document summarizes and compares product-based and process-based approaches to teaching writing skills. The product-based approach focuses on form and imitation, having students progress through stages of modeling, practice, organization, and individual production. This approach is best for beginners. The process-based approach emphasizes creativity, planning, drafting, revising, and feedback. It allows more freedom and develops higher-level thinking skills. This approach works well for intermediate to advanced students. Neither approach alone can address all student needs, and formal letters may be best taught through a product-based focus on style and structure.

Uploaded by

Justo
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Docencia de las habilidades integradas

Portfolio 1: Portfolio 2: Process-based approaches vs product-based approaches


Student: Justo Mejia Marin.

Product-based approach.
 It appeared in the mid 1960’s focused on developing academic writing.
 It is a text based approach
 Focuses on form
 It lets the students imitate
 Teachers have the obligation to correct and eliminate errors
 It follows 4 stages:
A. Model texts are given and read, the main features are highlighted.
B. Controlled practice of highlighted features.
C. Organization of ideas
D. Produce end product individually by choosing from a choice of comparable
tasks.

It is a good approach for young learners who don’t have knowledge of


grammatical structures or vocabulary. They can get to produce excellent writings
with very few mistakes but with no originality because of the absence of chances
to be creative and freedom of expression.

Process-based approach.
 It started in the mid 1980’s
 focuses on writer as an independent producer of texts
 learners begin writing with a plan in their heads
 They think about what they want to say and to whom they are writing
 No imitation or copying but have a draft on their own
 Constantly reviewing, revising and editing their work
 The teacher helps with planning, gives positive feedback to student’s
strengths to build confidence.

It works well for intermediate and upper intermediate levels since it gives
freedom to learners to write what they want, it also develops their thinking skills
and It expands their creativity through 8 stages:

 generating ideas through brainstorming and discussion


 extending ideas into note-taking
 organizing ideas into mind map
 writing their first draft
 exchanging drafts in pairs/groups
 returning and improving draft based on peer feedback
 write final draft
 exchanging and reading each other’s work

Learners enjoy this approach, the process of generating ideas and exchanging drafts.
Formal letters should use the product-approach where the focus is more on: layout,
style, organization and grammar even though no approach should be regarded as a
panacea for all the writing problems expectations and skills students have to face
and constantly improve.
Reference:
Brown, H.D.1987. Principles of Language Learning and Teaching. New
Jersey: Prentice Hall.

Nunan, D. 1992. Research Methods in Language Learning. Cambridge

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