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COMPARE PROCESS AND PRODUCTWRITING

Nurhidayah MohamedAmalina RosliNur Athirah ZaidonNurwahida

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There are several ways to approach

writing in the classroom. It should besaid at the beginning that there is notnecessarily any 'right' or 'best' way to

teach writing skills.

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Product Approach

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

Stage 1 Model texts are read, and then features of the genre are highlighted. Forexample, if studying a formal letter, students' attention may be drawn tothe importance of paragraphing and the language used to make formalrequests. If studying a story, the focus may be on the techniques used tomake the story interesting, and students focus on where and how thewriter employs these techniques.Stage 2 This consists of controlled practice of the highlighted features, usually inisolation. So if students are studying a formal letter, they may be askedto practise the language used to make formal requests, practising the 'Iwould be grateful if you would' structure.

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Stage 3Organisation of ideas. This stage is very important.Those who favour this approach believe that theorganisation of ideas is more important than the ideasthemselves and as important as the control of language.Stage 4

The end result of the learning process. Students choosefrom a choice of comparable writing tasks. Individually,they use the skills, structures and vocabulary they havebeen taught to produce the product; to show what theycan do as fluent and competent users of the language

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Process Approach

Process approaches to writing tend to focus more on the variedclassroom activities which promote the development of languageuse: brainstorming, group discussion, re-writing. Such anapproach can have any number of stages, though a typicalsequence of activities could proceed as follows;Stage 1 Generating ideas by brainstorming and discussion. Studentscould be discussing qualities needed to do a certain job, or givingreasons as to why people take drugs or gamble. The teacherremains in the background during this phase, only providinglanguage support if required, so as not to inhibit students in theproduction of ideas.

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

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Stage 3 Students organise ideas into a mind map,

spidergram, or linear form. This stage helps to makethe (hierarchical) relationship of ideas moreimmediately obvious, which helps students with thestructure of their texts.Stage 4 Students write the first draft. This is done in classand frequently in pairs or groupsStage 5 Drafts are exchanged, so that students become the

readers of each other's work. By responding asreaders, students develop an awareness of the factthat a writer is producing something to be read bysomeone else, and thus can improve their owndrafts.

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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 eachother's work and perhaps even write a responseor reply

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Process Writing Product Writing

text as a resource forcomparison ideas as starting point more than one draft more global, focus onpurpose, theme, text type,i.e., reader is emphasised collaborative emphasis on creativeprocess

imitate model text organisation of ideasmore important than ideasthemselves one draft features highlightedincluding controlledpractice of those features individual emphasis on end product

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Which approach to use?

The approach that you decide to use will dependon you, the teacher, and on the students, genreof the text.

Certain genres lend themselves more favourablyto one approach than the other. Formal letters,for example, or postcards, in which the featuresare very fixed, would be perhaps more suited to aproduct-driven approach.Other genres, such as discursive essays andnarrative, may lend themselves to process-driven approaches, which focus on students'ideas