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A 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.
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.
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. A process approach Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: 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.
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.
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.
A final draft is written. A summary of the differences Process-driven approaches show some similarities with task-based learning, in that students are given considerable freedom within the task. They are not curbed by pre-emptive teaching of lexical or grammatical items. However, process approaches do not repudiate all interest in the product, i.
The aim is to achieve the best product possible. What differentiates a process-focussed approach from a product-centred one is that the outcome of the writing, the product, is not preconceived. Process writing text as a resource for comparison ideas as starting point more global, focus on purpose, theme, text type, i.Aberdeen Academic writing in english a process-based approach New Hampshire Hollywood looking for someone to write my literature review on divorce for me Oakland.
good job essay Academic writing. Accordingly, writing teachers can start teaching EFL learners the rhetorical patterns in the product-based approach and familiarize them with different text organizations through working on models, and combine it with feedback parts and interaction in the process-based approach.
Accuracy in Writing Polio (), pointed that the focus of. This approach needs that more time be spent on writing in class, but as you have seen, not all classroom time is spent actually writing.
Students may also react negatively to reworking the same material, but as long as the activities are varied and the objectives clear, then they will usually accept doing so. It is about the Process Approach to Writing, its Theoretical Underpinnings, etc This is a presentation I prepared for our class in the Teaching of Composition.
writing (product-based, process-based and reader/genre-based) and examining whether English teachers at high school level in Korea have established their own but theoretical definitions of writing ability and what they look like, and.