Difference between process and product writing approach
A process approach Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, re-writing.
Students choose from a choice of comparable writing tasks.
A comparison of the Product and Process Approaches to writing 6. A comparison of the Product and Process Approaches to writing 2. It is concerned with the process of how ideas are developed and formulated in writing.
Therefore I feel the need to compare the Product and Process approach to writing at different levels and explore how best to combine the two.
It is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage.
Writing parallel dialogues with the help of keywords, completing a dialogue by choosing from a list of jumbled sentences or putting sentences in order to form a dialogue are some interesting activities that somehow allows young learners to be creative.
The students may be given a model text and asked to write collaboratively a similar text with the help of cues.
Process approach to writing steps
Putting words in categories and creating reference lists in the form of lexical sets is a good way of activating vocabulary. Writing is a combination of process and product" Sokolik, Stage 5 Drafts are exchanged, so that students become the readers of each other's work. It is concerned with the process of how ideas are developed and formulated in writing. The process approach has many issues. Writing here and at the post-intermediate level should have a practical value and individual needs have to be met. No warranty is given about the accuracy of the copy. Role-play, pantomime as well as simulation can give a sense of purpose and stimulus. Teenagers sometimes have revolutionary or aggressive ideas whereas adults have fixed personal beliefs that — to put it mildly- lead to heated debates e. The students may be given a model text and asked to write collaboratively a similar text with the help of cues. Jul, Vol. 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.
Stage 4 Students write the first draft.
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