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Compare Process and Product Writing

This document compares the product approach and process approach to teaching writing. The product approach focuses on mimicking model texts and practicing specific features in isolation. It involves 4 stages: reading model texts, controlled practice of features, organizing ideas, and producing a final product. The process approach focuses more on developing language use through various classroom activities like brainstorming and peer feedback. It typically involves 8 stages: generating ideas, developing ideas, organizing ideas, writing drafts, exchanging drafts, improving drafts, writing a final draft, and getting more feedback. The best approach depends on factors like the teacher, students, and genre being taught, with more structured genres like letters suited to the product approach and more open genres like essays benefit

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Nur Athirah
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126 views9 pages

Compare Process and Product Writing

This document compares the product approach and process approach to teaching writing. The product approach focuses on mimicking model texts and practicing specific features in isolation. It involves 4 stages: reading model texts, controlled practice of features, organizing ideas, and producing a final product. The process approach focuses more on developing language use through various classroom activities like brainstorming and peer feedback. It typically involves 8 stages: generating ideas, developing ideas, organizing ideas, writing drafts, exchanging drafts, improving drafts, writing a final draft, and getting more feedback. The best approach depends on factors like the teacher, students, and genre being taught, with more structured genres like letters suited to the product approach and more open genres like essays benefit

Uploaded by

Nur Athirah
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
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COMPARE PROCESS AND PRODUCT

WRITING
Nurhidayah Mohamed
Amalina Rosli
Nur Athirah Zaidon
Nurwahida

There are several ways to approach
writing in the classroom. It should be
said at the beginning that there is not
necessarily any 'right' or 'best' way to
teach writing skills.


Product Approach
This is a traditional approach, in which students are encouraged to mimic a
model text, which is usually presented and analysed at an early stage. A
model for such an approach is outlined below:

Stage 1
Model texts are read, and then features of the genre are highlighted. For
example, if studying a formal letter, students' attention may be drawn to
the importance of paragraphing and the language used to make formal
requests. If studying a story, the focus may be on the techniques used to
make the story interesting, and students focus on where and how the
writer employs these techniques.
Stage 2
This consists of controlled 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.

Stage 3
Organisation of ideas. This stage is very important.
Those who favour this approach believe that the
organisation of ideas is more important than the ideas
themselves and as important as the control of language.
Stage 4
The end result of the learning process. Students choose
from a choice of comparable writing tasks. Individually,
they use the skills, structures and vocabulary they have
been taught to produce the product; to show what they
can do as fluent and competent users of the language

Process Approach
Process approaches to writing tend to focus more on the varied
classroom activities which promote the development of language
use: brainstorming, group discussion, re-writing. Such an
approach can have any number of stages, though a typical
sequence of activities could proceed as follows;
Stage 1
Generating ideas by brainstorming and discussion. Students
could be discussing qualities needed to do a certain job, or giving
reasons as to why people take drugs or gamble. 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.

Stage 2
Students extend ideas into note form, and judge quality and
usefulness of ideas.

Stage 3
Students organise ideas into 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.
Stage 4
Students write the first draft. This is done in class
and frequently in pairs or groups
Stage 5
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.

Stage 6
Drafts are returned and improvements are made
based upon peer feedback.
Stage 7
A final draft is written.
Stage 8
Students once again exchange and read each
other's work and perhaps even write a response
or reply

Process Writing Product Writing
text as a resource for
comparison
ideas as starting point
more than one draft
more global, focus on
purpose, theme, text type,
i.e., reader is emphasised
collaborative
emphasis on creative
process

imitate model text
organisation of ideas
more important than ideas
themselves
one draft
features highlighted
including controlled
practice of those features
individual
emphasis on end product

Which approach to use?
The approach that you decide to use will depend
on you, the teacher, and on the students, genre
of the text.
Certain genres lend themselves more favourably
to one approach than the other. Formal letters,
for example, or postcards, in which the features
are very fixed, would be perhaps more suited to a
product-driven approach.
Other genres, such as discursive essays and
narrative, may lend themselves to process-
driven approaches, which focus on students'
ideas

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