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Product Vs Process in Writing

This document outlines two approaches to teaching writing: a product approach and a process approach. [1] The product approach focuses on reproducing a model text and highlights key features for learners to practice in isolation before writing their own version. [2] The process approach emphasizes the writing process itself by having learners brainstorm ideas, organize their thoughts, write drafts, exchange drafts for peer feedback, and rewrite based on feedback before a final version. [3] Both approaches expose learners to topics and have them discuss comprehension of models, but the process approach involves more stages of planning, drafting, and revising compared to the product approach.

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578 views2 pages

Product Vs Process in Writing

This document outlines two approaches to teaching writing: a product approach and a process approach. [1] The product approach focuses on reproducing a model text and highlights key features for learners to practice in isolation before writing their own version. [2] The process approach emphasizes the writing process itself by having learners brainstorm ideas, organize their thoughts, write drafts, exchange drafts for peer feedback, and rewrite based on feedback before a final version. [3] Both approaches expose learners to topics and have them discuss comprehension of models, but the process approach involves more stages of planning, drafting, and revising compared to the product approach.

Uploaded by

Paul
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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A Product Approach

The focus in this approach is exclusively on producing a text (the product) that
reproduced the model, which is usually presented and analysed at an early stage. A
model for such an approach is outlined below:

___________________________________________________________________

Learners are exposed to and have an opportunity to discuss / react to the topic.

Learners read a model text and answer comprehension questions about the
information in the text.

Key features of the sample text are highlighted and clarified. For example, if
studying a formal letter, students' attention may be drawn to the importance of
paragraphing and the language used to begin and finish the letter and to make
formal requests.

The teacher provides practice of the highlighted features, usually in isolation. So if


students are studying a formal letter, they may be asked to practise the language
used to make formal requests, practising the 'I would be grateful if you would…'
structure.

Organisation of ideas. The organisation of ideas is more important than the ideas
themselves and as important as the control of language.

Learners write their versions of the text. Individually, they use the skills, structures
and vocabulary they have been taught to produce the product.

The teacher gives language focussed feedback on the learners writing.

A Process Approach
This approach puts emphasis on the process of writing. Writers ask themselves not
only questions about purpose and audience, but also the crucial questions: How do I
write this? How do I get started? This process includes: planning, drafting, and re-
drafting, reviewing including editing and proofreading, and, finally, ‘publishing’. Such
an approach can have any number of lesson stages, though a typical sequence of
activities could proceed as follows:

Learners are exposed to and have an opportunity to discuss / react to the topic.

Learners generate ideas by brainstorming and discussion. The teacher remains in


the background during this phase, only providing language support if required, so as
not to inhibit students in the production of ideas.

Students discuss how they can best organise their ideas, e.g. they create a mind
map, spidergram, or linear form. This stage helps to make the (hierarchical)
relationship of ideas more immediately obvious, which helps students with the
structure of their texts.

Students write the first draft. This is done in class and frequently in pairs or groups.

Drafts are exchanged, so that students become the readers of each other's work. By
responding as readers, students develop an awareness of the fact that a writer is
producing something to be read by someone else, and thus can improve their own
drafts. Students give each other feedback in response to what they have read.

The teacher gives some interim feedback to the learners on the content,
organisation and language of their writing.

A final draft is written.

The teacher gives feedback on the writing. The teacher may only focus on the
content of the text.

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