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The Product and Process Approach: Reporter: Elly Mae H. Bulaon Beed 2E

The document discusses the product and process approaches to teaching writing. The product approach focuses on the final text and involves exposing students to a model text, controlled practice of text features, organizing ideas, and producing a final product with feedback. The process approach allows students to go through the writing process by pre-writing, writing multiple drafts, revising with feedback, and editing. It emphasizes the writing process over the final product. Both approaches have benefits and limitations for teaching writing.

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Shenna Lim
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31 views

The Product and Process Approach: Reporter: Elly Mae H. Bulaon Beed 2E

The document discusses the product and process approaches to teaching writing. The product approach focuses on the final text and involves exposing students to a model text, controlled practice of text features, organizing ideas, and producing a final product with feedback. The process approach allows students to go through the writing process by pre-writing, writing multiple drafts, revising with feedback, and editing. It emphasizes the writing process over the final product. Both approaches have benefits and limitations for teaching writing.

Uploaded by

Shenna Lim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 16

THE PRODUCT AND

PROCESS APPROACH
Reporter: Elly Mae H. Bulaon
BEED 2E
PRODUCT APPROACH

• Product Writing is an approach to teaching writing that focuses on


students' final production, that is, the text they are asked to produce.
STAGES OF PRODUCT APPROACH
• MODEL TEXT
• CONTROLLED PRACTICE
• ORGANISING IDEAS
• FINAL PRODUCT
MODEL TEXT

The first stage of product writing involves exposing students to a model text
of the genre they are supposed to produce. 
CONTROLLED PRACTICE

After identifying the key generic features, students need to practice them to


feel confident to produce their texts. The practice stage might involve gap-
fill activities, true or false, finding the mistakes in a text, etc. This will
depend on what aspect of the text learners need more practice on.
ORGANISING IDEAS

Now it is time for students to start thinking about the text they are going to
write. Learners can work collaboratively during this phase to generate ideas
and take notes on what they would like to include in the text and language
that might be useful for them to produce their work.
FINAL PRODUCT

Finally, students produce their own texts. Product writing does not foresee
the composition of multiple drafts, but it is still essential that the teacher
provide learners with feedback on their production. 
Some considerations when adopting a
Product Approach to writing.
• It helps learners to develop analytical skills
• Its time - efficient
PROCESS APPROACH
• Process Writing is an approach to teaching writing that allows the teacher
and the students to go through the process of producing a text together. In
process writing, students have the chance to think about what they are
going to write, produce drafts, revise, edit, and give and receive feedback
on their work before coming up with the final version of the text. A
process approach to writing contrasts with a product approach, where the
main idea is to reproduce a model text.
STAGES OF PROCESS APPROACH

• Pre-writing
• Writing
• Revising
• Editing
PRE-WRITING

In this stage, learners are asked to come up with ideas and plan what they are
going to write. 
WRITING

In this stage, learners can compose the first draft of their texts. As students
will be given the chance to revise and edit their texts later, accuracy of
language, punctuation and vocabulary is not essential at this point.
Composing the text can be done individually or collaboratively - learners
can be given the chance to choose, according to their preference. 
REVISING
• This is when learners have the opportunity to look back at their texts and
reorganise ideas, add, change or remove sentences and adapt their choice of
words to make sure the ideas are being conveyed clearly. Feedback has an
essential role in this stage. It can be provided by the teacher or by peers:
learners can exchange drafts and comment on each other's work. 

• After revising, students write another draft - that means they go back to the
"writing" stage. This is an essential part of process writing: allowing learners
to write different drafts as focus on the process, rather than in the final result.
EDITING

After writing several drafts, it is time to check grammar, spelling and


punctuation. Again, encouraging peer help and getting students to read each
other's work might be useful. 
Some consideration when adapting a
Process Approach to Writing
• Its faster creativity
• It encourages collaborative work
• Time constraints
• It requires support
THANK YOU FOR
LISTENING 😊

GODBLESS 😇

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