Journal/Article title Approach Definition Weaknesses Strength Example KSSRThe best of two

approaches: Process/Genre-

Based approach to teaching writing

Product - -Focus on writing product rather than the process of the writing.-Teacher centred-Devalues the learner’s potential both linguistic and personal.

-Enhances students writing proficiency.-Involves linguistic knowledge that learns partly through imitation.

-Write an essay imitating a given pattern.

-People progress to phrases and sentences in paragraph.

Process -Focus on how a text is written instead of the final outcomes.

-Emphasize the importance of a recursive procedure of prewriting, drafting, evaluating and revising.-Pre writing activity would introducing techniques that help the students discover and engage the topic.-Students exposed with the drafting of works.-Gain feedbacks from the discussion.

Genre -May not require students to express their own ideas or may be too dependent on the teacher finding suitable materials

-Emphasis on the social context.-Interactive collaboration between teacher and students.

-Students are provided with models and are asked to discuss and analyse their language and structure.

as models.

Integrated Approaches to improve students writing skills for English major students

Product -Gives little attention to audience and the writing process.-Lack of motivational in learning and have high pressure in creating their writing tasks.

-Reinforce L2 writing inters of grammatical and syntactical forms.-Simple linear model of the writing process which proceeds systematically from prewriting to composing and correcting. (Tribble,1990)-Raise learners’ L2 writing awareness, especially in grammatical structures.

Process -Activity which teachers encourage learners to see writing not as grammar exercises but as the discovery of meaning and ideas.

-Leaners have to spend quite a long time to complete one particular piece of writing in the classroom.-No clear understanding about the characteristics of writing and are provided insufficient linguistic input to write in L2 successfully in a

-Leaners able to explore their thoughts and develop their own writing by using the five step writing process of Herwins.-Learners can move back and forth among different writing steps in order to come up with better ideas.-Reformulate their ideas and approximate the meaning of what they

Modification-Teacher provides learners with examples.-Teachers should not spend too much time on one piece of writing in the classroom.

certain text type. want to express in their work.-Improve learners writing steps.-Develop learners’ critical thinking.-Not depend only on teachers.

Genre -Stress the importance of various types of writing which are tied closely to social purposes.

-Learners may not have enough knowledge of appropriate language or vocabulary to express what they intend to communicate to a specific audience.-Undervalues the writing skills which learners need to produce a written product and ignores the writing abilities learners have in other areas.

-Help learners produce their written products to communicate to others in the same discourse community successfully.-Help learners come up with appropriate actual writing in their real life outside the classroom.-Increase learners’ awareness of such writing conventions as organisation, arrangement, form, and genre.

Modification-Teachers should describe clearly the genres which students have to learn at the beginning of the writing to allow learners to prepare and have ideas about the language use for each genre.-Teachers should help students to produce their written products step by step.-Should pay attention to the skills that will help learners develop their writing competence through the writing process.

Examples:-Teachers may use brainstorming technique to help students generate their ideas and come up with the appropriate language use for what they want to communicate to people in a particular discourse community.

A synthesis of approaches to teaching writing: A case study in an Australian primary school.

Process -Free choices of topics may lead students to write the same topics again and again.

-Writing as a process.Students go through the process ofwriting, such as prewriting, drafting,revising, editing, proofreading and publishing.-Free choice of topics to enable students to write what they know.-Conferences between the teacher and students and between students and peers at any stage.

-Poster and teaching aids.-Trays for students’ texts.-Conferences.

-Express idea clearly in writing.