Approach In Teaching Writing

Approach In Teaching Writing

1. Product Approach

   • Imitate model text
   • Organisation of ideas more important than ideas
   • Features highlighted including controlled practice of those features
   • Emphasis on end product
     • Four stages before students produce the end-product for evaluation
       • Stage 1: Familiarization
       • Stage 2: Controlled writing
       • Stage 3: Guided Writing
       • Stage 4: Free Writing
   • Considered a tradisional method
   • Provide some linguistic knowledge about to language student
   • Individual
   • One draft
   • planning a text, are given a relatively small role, and that the knowledge and skills that learners bring to the classroom are undervalued.

2. Process Approach

   • Text as a resource for comparison
   • ideas as starting point
   • Collaborative
   • Emphasis on creative process
   • Brainstorming, planning, mind mapping, first draft, peer feedback, editing, final draft, evaluation
   • more than one draft
   • more global
   • Focused on purpose
   • Reader is emphasized
   • Time- consuming
   • Writing is a complex process and can lead to learner frustration.
   • Teachers may not have enough time to schedule individual writing conferences in large classes

3. Genre Approach

   • emphasizes the importance of exploring the social and cultural context of language use
   • highlights the magnitude of the readers and the linguistic conventions
   • writing is a social activity
     • students are encouraged to participate in the activities of meaning exchange and negotiation with peers and the teacher
     • can remove the feeling of isolation which bothers many learners when writing
     • help student writers have positive reinforcements about the knowledge of linguistics, content and ideas in the composing of texts.
   • looks beyond subject content, composing processes and linguistic forms to see a text as attempts to communicate with readers.
   • important role of writer-reader interaction
   • undervalue the skills needed to produce a text and see learners as largely passive.
   • Places too much emphasis on conventions and genre features
   • Less helpful for students in discovering the texts’ true messages due to the targeted aspects of the specified genre