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PA 8
Language Skills: Writing Product Process and Genre approaches to the writing skill.
I am teaching my lesson on the 1st of November. So please
give others top priority.
Word count: (so far)
Contents
1: Introduction
2: Analysis
3: Problems and possible solutions.
3.1: Problems with the Product approach and possible solutions.
3.2: Problems with the Process approach and possible solutions
3.3: Problems with the Genre approach and possible solutions.
p.6
p.7
p.8
4: Conclusion
1: Introduction
Even native speakers need systematic instruction to learn to write. Compared
to speaking, writing has more standard forms of grammar, syntax and
vocabulary; it is planned and is often more complex than speech since it
cannot rely on pitch, stress, rhythm and body language to convey meaning.1
This assignment will examine and contrast three popular methods that have
emerged since the late 70s. These are: the Product, the Process and the
Genre approach. I chose this topic to help me make more systematic choices
when planning writing lessons.
2: Analysis
2.1: The Product Approach
The product (or model text) approach came about in the late 70s to early
80s and sees writing as being primarily about linguistic knowledge.
Attention is given to the appropriate use of vocabulary, syntax and
cohesive devices2. In EFL contexts, it is rooted in Behaviourist theory
and requires the learner to manipulate fixed patterns which are learnt by
1
Pinacas, A. (1982). Teaching English Writing. Macmillan, p. 26 as cited Unit 3 Section 2, p. 31 of The
Distance Delta Reading Materials.
4
This example will be used with all three processes to help the reader compare and contrast them.
5
Evans, V. (2000) Successful Writing: Intermediate, Express Publishing and Successful Writing
Proficiency, Express Publishing.
This method places emphasis on the cycle of writing, rather than a fixed
linear approach such as the earlier Product approach. It has much in
common with communicative-task based instruction which is currently
popular within communicative pedagogy. Unlike the Product approach
which is more interested in the written outcome, the Process approach
focuses on the thinking processes that are involved with writing. A
Process based lesson would get students to:
generate ideas and brainstorm what a letter of application might
include.
write out a brief plan.
write a first draft.
review the draft (either by themselves, with their peers or their
teacher).
re-work their letters until they are happy with them.
The process approach is more time consuming as the writer has to write
and re-write their work. The process itself helps organise the writers
thoughts. White and Arndt (1991, p.12)6 argue this is because there is a
close link between writing and thinking.
2.3: The Genre Approach
Recent studies7 on writing have strengthened the case for taking a genre
approach to writing8. This is based on the idea that writing is aided by
understanding the salient features of these genres such as the differences
in style and language and layout. The genre approach teaches that people
reading a discursive essay for example, expect it to start with a question,
then explain why the question is valid. Next, they would expect the writer
to present a number of differing arguments before the writer giving their
own opinion in the conclusion. A piece of writing that does not follow the
expected layout or schematic structure for the expected context of
communication could lead to an unsuccessful piece of writing.9
6
Zamel, 1983 as cited in Harwood, N. The Sample Approach: Teaching writing to Cambridge Examination
Classes
De Bono, E. in The Six Thinking Hats, talks about the PMI thinking tool, a useful way to help brainstorm
the plusses, minuses and interesting points surrounding an issue. It has been shown to encourage divergent
thinking and creativity.
often not been able to understand that good grammar is not the only
thing needed for a successful report or narrative and that one has to
take into consideration factors such as the layout and intended
audience. Initially, they often use language that is overly formal and
see planning and organising the text as a waste of time. I find that one
way of helping them is to pair them with learners have who them a
checklist to
4: Conclusion
Although the product, process and genre approaches are in theory seen as
separate, in practice, this is often not the case. Writing is learnt formally,
but it does not develop as a neat accumulation of features. Novice writers
develop partly on the basis of models and plans, as well as by using
individual intuition, some experimentation and feedback. Some writers
consider the product-process approach to be a false dichotomy.12This is
because many writing tasks seem are a hybrid of these supposedly
opposing approaches. They may, for example, include controlled and free
tasks concurrently.
This assignment has shown that that no single approach is better than the
other, each invariably has its strengths and weaknesses. I believe that
rather than limiting ourselves, we should be able to pick and choose
different parts to suit the individual needs and learning styles of our
classes.
12
Bramforth (1993) & Liebman-Klein (1986) as cited in Brunton, A (2005) Process Writing and
Communicative-Task-Based Instruction: Many common features, but more common limitations? TESL-EJ,
9.3 December (p.4).