Another trend common with teaching approaches is simplification; as ideas spread from one teacher to another, it is the strongest and most distinctive elements of the original approach that tend to survive. The most common types in the online mode were sentence fragments, while the most common kinds in the face-to-face mode were determiners. But as a means of getting a sense of some of the ideas that are around, in the air, the Internet seems invaluable. Of course, respondents were asked to define what they understood by the process approach, not to justify its use, and perhaps some of them would have been quite militant if the question had been phrased in another way. Linguistic inaccuracies can also have negative effect on the overall quality of students writing. 1. In part, this has been for practical reasons; process teaching often requires more in the way of input from teachers and students alike, and the degree of individualization involved can also present organizational problems, leading to disruption of normal teaching patterns. The theory behind a product-oriented approach is that the best way to increase sales is to improve the quality of the product. What have we learned from it? the point is that the process should lead to a real outcome (R12), [The students] publish their writing in some form or another. Applebee, A. N. (1984). On the other hand, two respondents specifically mentioned that they believed that product as well as process was important. Product Approach: Students see an example of the 'final product' before they start writing. approach is from the traditional product-oriented approach. In T.R. A record form of the error kinds derived from Norrish (1983) a questionnaire, and a semi-structured interview were used as instruments. I do not intend to suggest that the respondents who wrote primarily about classroom activities would not have been able to give reasons for using the process approach; on the contrary, I am sure they could have furnished excellent reasons for their choice, if they had been specifically asked to do so. On the other hand, there were a number of respondents who, while stating that they used a process approach, were emphatically not beating a process approach war-drum. It should be quick and easily accessible to all, requiring no teaching of new grammar or vocabulary. There were 2 respondents who gave a clear negative answer to Question 1. Despite the rapidly increasing numbers of subscribers, then, it will probably be many years before it can be taken for granted that an electronic survey will reach at least a reasonable number of teachers in all types of teaching situation. There are four main steps in applying the product approach to writing. The convenience it offers as a means of communication, where answers can be sent at the touch of a few buttons, and the general informality of network communications, are I believe factors which encourage respondents who are interested in a survey to respond openly and in some detail. The majority of respondents who used the process approach betrayed little emotive or ideological feeling towards it. One of these ways is theProduct Approachwhich is atraditional approach to teaching writingin which students are encouraged to mimic a model text, which is usually presented and analyzed at an early stage. product-oriented practice to a more processoriented approach. Learners can work collaboratively during this phase to generate ideas and take notes on what they would like to include in the text and language that might be useful for them to produce their work. R7 carefully separated what she regarded as essential elements of the process approach from ideological elements which have come to be associated with it: While collaboration, peer review, author ownership of the writing and promoting the idea that the writer should say what he/she wants to say are often associated with process writing, I dont think they are NECESSARILY part of a process writing approach. He has been a college marketing professor since 2004. While we may assume that most respondents would probably have as their ultimate aim helping students to write better, most people who actually wrote about aims mentioned more immediate objectives, and here there were considerable differences in emphasis. Teachers tend to privilege product writing when the genre being worked with has fixed conventions - it is easier to draw students' attention to them, and producing the text requires less creativity and more knowledge of generic features. Writing is a "productive" skill and the stages of a writing lesson differ from that of receptive skills, like reading. For example, R6 wrote: I have the students go through the process one step at a time. The process approach has always been controversial, however. Besides the summaries, 20 students were interviewed to delve more into the problematic areas. The writing performance of the students in these two sessions was compared in term of International Journal of Applied Linguistics & English Literature [IJALEL], Elyas Barabadi, Mehrdad Farahani, Mohammad Jabbari. The product approach is considered as a traditional approach to writing in the sense that it teaches students to focus on analyzing and copying or more accurately mimicking the model text. However, I often get the impression that the process is the goal I have taken the approach that the process is only a means to an end. R13, already quoted above, [-11-] went on to mention introducing students to the joys of playing with text, thus introducing a motivation theme which was suggested rather than explicitly explored in several other responsesfor example, in R18s statement that she tried to set things up so that students will feel in control of what they write. The concept of using brainstorming activities, and of encouraging thinking through process writing activities, were mentioned by several people in some shape or form. Comparing Collaborative Writing Activity in EFL Classroom: Face-to-Face Collaborative Writing versus Online Collaborative Writing Using Google Docs, Combining Explicit- Implicit with Focus on Form - Focus on FormS Feedback in EFL Learners' Written Task Accuracy, Academic Literacy: An Investigation of Problematic Areas in EAP at KNT University of Science and Technology, The Effect of Product/Process-Oriented Approach to Teaching and Learning Writing Skill on University Student Performances, International Journal of Language & Applied Linguistics IJLAL, Errors and students insights on L2 writing: analysis of A1 English adult learners, The Effect of Recast on Iranian EFL Learners Writing Achievement, Comparison of the Effects of Peer- versus Self-editing on Linguistic Accuracy of Iranian EFL Students, Group Dynamic Assessment of L2 Learners' Writing Abilities, A Study of the Relationship between Persian and English Writing Skills among Adult EFL Learners in Iran, The Role of Using Model Essays as a Feedback Tool on Developing Grammatical Accuracy of Iranian Efl Learners' Writing Performance, From an EFL Milieu to Write in an ESL Context, The Impact of Telegram on Syntactic Complexity of the Saudi Female EFL Undergraduates' Argumentative, Classification, and Reaction Essays, 2 Downloaded from ijreeonline.com at 11:34 +0430 on Friday, Interpreting coded feedback on writing: Turkish EFL students' approaches to revision, Issue 8 www.jetir.org (ISSN-2349-5162) JETIR1808366 Journal of Emerging Technologies and Innovative Research (JETIR) www.jetir, Discovering Writing Difficulties of Malay ESL Primary School Level Students, Applying group dynamic assessment procedures to support EFL writing development: Students and teachers perceptions in focus, The Comparative Effect of Direct and Indirect Corrective Feedback in Process-Based Vs. Product-Based Writing Instruction on EFL Learners` Writing Performance, Rubrics and corrective feedback in ESL writing: A longitudinal case study of an L2 writer, Role of Instructor Qualifications, Assessment and Pedagogical Practices in EFL Students' Grammar and Writing Proficiency, Language Engagement at the Level of Syntax: Assessing Metatalk and Task Types in SLA, Exploring The VAW Method Of Writing Among ESL Primary Pupils: Conceptual Paper, The Possible Role of the English Word Power (EWP) Program in Motivating ICT Foundation Students to Learn English at a University of Technology in South Africa, The Influence of Computer-based and Collaborative Handwritten Peer Feedback on the Writing Performance of EFL Learners, The Effects of Feedback Types on Learners' Recognition of Lexical Collocations, Systematic Review: Challenges in Teaching Writing Skills for Upper Secondary in ESL Classrooms and Suggestions to overcome them, The Effect of Dialogue Journal Writing on EFL Learners' Descriptive Writing Performance: A Quantitative Study, The impact of mediated learning on the academic writing performance of medical students in flipped and traditional classrooms: scaffolding techniques, Enhancing Iranian EFL Learners Descriptive Writing Through a Genre-based Pedagogy. If, for example, one examines the process writing theory outlined in the Introduction to White and Arndt (1991, pp. )[-6-]. It is thus quite meaningless to talk about a response rate to a network questionnaire in percentage terms, since one has no real idea of the number of potential respondents. Is it being used as well as it could be? In the second group, again product-based approach was used to teach writing, and the learners received indirect corrective feedback. Collaborative writing is acknowledged as one of the most beneficial writing exercises for improving writing skills. In this video, we compare and contrast two approaches to writing, the product approach and the process approach. At this point, some fifteen years or so into the history of the process approach in a second language teaching context, and with new ideas on the teaching of writing being introduced, I feel that it is useful to take stock and see what the process approach now means to the language teaching profession. Purves, A. C. and Purves, W. C. (1986). Copyright rests with authors. Question 1 was not an attempt to discover what proportion of teachers used a process approach; it was simply there so that I knew from which viewpoint respondents were writing. Some of the benefits and characteristics of this approach are: Now lets learn more about the product approach to writing. Related to the increased staff requirements are higher costs commonly associated with a product specialization strategy. In this approach, quality is the key factor in creating demand for a product. There is enhanced importance in the end product and this affects the way a product writing lesson is staged. Finally, on this matter of different views of what the writing process is, I found it curious that no respondents made any mention of the fact that as ESL teachers, we are dealing with the process of writing in a second language. After reading the model text, learners analyse the main features of the specific type of text. If one can interest people sufficiently to take the time to complete a survey at all, then my own experience suggests that they will be willing to provide information in some depth. Cumming, A. H. (1989). to teaching writing? Frequency and percentage were the statistics used. Then students are supposed to write multiple drafts of personal essays, revisions and final a product. Does not show how to become a good writer. After identifying the key generic features, students need to practice them to feel confident to produce their texts. The teacher's role is to provide support, give feedback, and assist with emergent language. Most of the students only have a glimpse of the grades when the composition is returned to them after being evaluated by teachers and then put them aside. Arndt, V. (1987). This happens because the focus in on the end product, whereas process writing requires learners to focus on the path that they take to reach their aim. Also the results of the paired t-test indicate that using a model text to continue increased students' writing accuracy. A survey of TESL-L members is not, then, a representative survey of the TESL profession. Question 2 was designed to find out what people focussed on when asked to describe or define the process approach. We discuss the advantages and disadvantages. (ed. When I was in school, it seemed that most of what I wrote was immediately marked and that the schools operated as meritocracies, that is, separating people on the basis of ability or achievement. Distancing himself from the radical processors, R16 wrote: To most of my colleagues, process means prewriting activities, brainstorming, group work, etc. Pavel Zemliansky's Methods of Discovery: A Guide to Research Writing - Chapter 2: Research Writing as a Process; edited. In this type of evaluation. It is easier to grade because this approach mainly focuses on form. As any teaching approach slips from first youth into middle age, the basic assumptions behind it are often thought about and questioned less and less frequently by those who use it. Some respondents used only elements of a process approach, or used a process approach for some of the time only. There is no other inexpensive way of inviting so large a number of people with a common interest to participate in a survey. It is clear, even from the small number of responses to this survey, that the process approach is by no means a unitary concept now, if indeed it ever was. for the use of the product approach there are significant difficulties that must be discussed. This will depend on what aspect of the text learners need more practice on. Language Learning 39(1), 81-141. Difficulties in writing are minimized since students start writing on a very controlled basis. Not only are there usually increased labor costs, but costs to customize products and research particular needs of each given customer market are expensive as well. Students do the writing task by using the skills, structures, and vocabulary they have practiced to produce the expected written product. One trend is diversification; different people interpret ideas in different ways. By discovering what aspects of the approach most immediately came to mind, I hoped to build up a picture of the image that the process approach now had for teachers. Nevertheless, the product approach still has some credibility because at some point there will be a final draft that requires attention to grammar, spelling, and punctuation. The primary goal of product writing is an error-free coherent text. R12 reminded us that there is not one process. It seems likely to me that the vast majority of TESL-L subscribers are passive members of the network who may [-4-] read postings, but who rarely or never respond to them. There is no doubt that writing is the most difficult skill for L2 learners to master. [D]iscussions of the composing process, outlining, revision, and modes of discourse, though tempered with qualifiers and alternatives, were often presented in a way that implied a rigidity, a fixedness that is simply not borne out in the way that writers, mediocre to talented, write (1981, p. 67). The present study focuses on the analysis of the texts written by students of an A1 English Course. Results showed a mismatch between the actual sources of errors and the students attributed cause. Small businesses with distinct products can benefit from this approach, but small business owners must understand the typical disadvantages. ANOVA and Post-hoc tests revealed that the process-based approach through which direct feedback was provided was more effective than other teaching writing approaches. As predicted, there were considerable differences between teachers in what they regarded as being the most important elements of the approach, and I take this as evidence that, as the process approach has become more widely used, there has been divergence in interpretation of just what it is. Given the size of TESL-L, the most obvious advantage of using the network for surveys is the number of teachers who can be reached. There are several ways to approach writing in the classroom. Students are not required to generate and brainstorm ideas as thoroughly as they do in, The first stage of product writing involves exposing students to a model text of the genre they are supposed to produce. There are three major writing activities referred to by Tricia Hedge in her book Writing: pre-writing, drafting and redrafting, and editing (Hedge 2005:52-54); traditionally, the product approach has taught these activities with a focus on the "finished product" and These needs were viewed not only in terms of particular language items but also of particular types of communication, and the resulting realization that different learners actually had different requirements with respect to language skills meant that new attention was given to, among other things, the teaching of writing. In other instances it seemed that the whole class was moved through a writing process step by step, and sometimes in step with each other; individual variation in writing processes, and in particularly the micro-processes of composing, often appeared to be ignored. Such divergence may be typical of teaching approaches which have been in use for some time; but in this instance the changes may have been accentuated because the process approach was originally developed in and for the L1 classroom, and has been adapted for L2 teaching. The process approach Example: writing a news story under a deadline for a blog post. Among proponents of the approach, R3 might, perhaps, be said to show signs of an emotive commitment when she wrote Metaphorically it is moving, trans-everything, going from one place to another and every point or decision along the way is as important to understand and know and master in a metacognitive way, in a self-conscious way as the product is. R17 placed importance on the ideological aspects of process writing: I think of a process approach as a way to let students work on successive drafts of a piece of work before it receives its final evaluation. A tradition for pragmatically adapting the process approach to the teaching circumstances of different classrooms seems to be gathering strength. The number of people who contribute regularly to net discussions is also to be counted in scores, or at most hundreds. Viewpoints: Cultures, text models, and the activity of writing. What use is it, then, that a survey goes out to so many potential respondents, if relatively few choose to actually complete it? He holds a Master of Business Administration from Iowa State University. Kokemuller has additional professional experience in marketing, retail and small business. If yes, how would you define the characteristics of your process approach to teaching writing? Students are not required to generate and brainstorm ideas as thoroughly as they do in process writing - instead, they spend more time analysing and practicing the main features of the text genre they are supposed to write. And so, slowly at first but with gathering momentum, the process approach to writing teaching has been widely adopted in the second language classroom. Passions surrounding the process approach seem on the wane, suggesting that debate can be more rational than perhaps might have been the case earlier. Writing is one the most important skills in learning a foreign language. A further problem in establishing the constituency one is surveying through an electronic network is that one cannot even estimate the size of the survey population, let alone its nature. In the past, the process approach always seems to have brought out strong emotive feelings in teachers. 19942023 TESL-EJ, ISSN 1072-4303 Students prepare to imitate the model text by organizing a pre-determined set of ideas to fit the model. The fact that the process approach found its justification in the mother-tongue [-2-] classroom through opposition to an existing methodology has always tinged the approach with an adversarial flavour; justification for using a process approach always seems to start not with heres a wonderful new way of teaching writing but rather with old- fashioned approaches to writing teaching are wrong. 3-20). Finally, there were respond- ents who noted other objectives. The present study explored the extent to which teacher assessment (TA) and peer assessment (PA) differ in terms of magnitude and patterns of distribution across English as a Foreign Language (EFL) learners descriptive and narrative writing performance. Secondly, in the process oriented approach . How do you develop an essay? The survey results show that teachers actually have strongly differing ideas as to what process writing is. In the third group, the writing was taught using a process-based approach, and the learners received direct corrective feedback, and in the last group, the learners received indirect feedback in process-based writing. Product specialization is one of several common target market strategies used by companies. The cyber language exchange: Cross-national computer-mediated interaction. Some considerations when adopting a product approach to writing: It helps learners develop analytical skills: Analysing the features of a text is not an easy job. The answer is to be found, I think, in the quality of the responses obtained. (Again, no need to answer this at length Im simply interested in knowing what broad characteristics you regard the approach as having which make it unsuitable for your purposes.). Other times it is all individual.. His ideas were based not on research into the writing processes of others, but on his reflections on his own writing processes. People may send off a survey response simply to do a researcher a favour, but they are more likely to respond if there is some extra motivation for them to do so perhaps because completing the survey is interesting in itself. Grammars were presented to students in both modes, followed by lexis and mechanics. None of the respondents who used the process approach specifically mentioned research into writing processes. Does not emphasise revision 4. The data revealed that 346 errors were discovered in online mode, while 389 errors were discovered in face-to-face mode, which was at a higher level. In Applebee, Arthur N. A process approach to writing contrasts with a product approach, where the main idea is to reproduce a model text. The above discussion has concentrated on three approaches to writing: product-based, process-based and genre-based. The questionnaire asked respondents to give brief definitions of the process approach. The cyber language exchange: Cross-national computer-mediated interaction. Prof. Dr. Afida Mohamad Ali, Dr. Amir Mahdavi, Hussein Abdullah, International Journal of Applied Linguistics & English Literature [IJALEL], Reza Samar, International Journal of Applied Linguistics & English Literature [IJALEL], sara noroozi, Mir Mohammad Khadem-Nabi, Mahdi Noshadi, Journal of Modern Research in English Language Studies, International Journal of Applied Linguistcis and English Literature, Research and Practice in Technology Enhanced Learning, Different dimensions of teacher and peer assessment of EFL learners writing: descriptive and narrative genres in focus, Assessing the Effect of Direct and Indirect Corrective Feedback in Process-based vs Product-based Instruction on Learners Writing. Whereas the product approach focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models, the process approach focuses on the steps involved in creating a piece of work. The present study is an attempt to investigate the effect of product/process-oriented approach of teaching writing on university student performances. To move on from that discussion to a conclusion is even more dangerous, and I do so with some trepidation. The chart below depicts the stages involved: writing approach, the main focus is on the text features of The difficulty lies not only in generating and organizing ideas, but also in rendering these ideas into readable texts. Andreia Zakime is an Academic Coordinator at Cultura Inglesa So Paulo, a CELTA tutor and one of the co-founders of What is ELT? The article, accordingly, ends with some practical recommendations addressing the present issues. The significance of being able to write in a second or foreign language has become clearer nowadays. With more customer-centric approaches to targeting customers, the company is more likely to keep up with changes within the marketplace to know how to evolve products and market them in a way that satisfies marketplace expectations. While some respondents held fast to the process, not product ideal of earlier years, explicitly down-playing the importance of final product and emphasizing the focus on the process, at least as many respondents seem to have adopted a process AND product approach, stressing that the writing process is a means to an end, and consequently that process- based teaching should have that end firmly in sight. Dividing the participants into two control and experimental groups and manipulating distinctive techniques in each group, we have come to the conclusion that a process-oriented approach to teaching writing is more effective than the product-oriented one. Product specialization is one of several common target market strategies used by companies. Sophisticated, ineffective booksthe dismantling of process in composition texts. Amazingly, however, relatively little seems to have been done to develop a process approach which is specifically oriented towards L2 writing. The essence of the process approach has even been reduced to a slogan, a battle- cry, which stresses this confrontational aspect: Process, not product. And now, opponents of the process approach are beginning to gather under a new banner, that of the genre approach.. assumes that the meaning of the writing is created and evolves during composing and revision. These are some posts that might help you teach better, I am Jose Manuel, English professor and creator of EnglishPost.org, a blog whose mission is to share lessons for those who want to learn and improve their English, Descubre conocimientos y recursos para docentes y estudiantes desde cualquier lugar y en cualquier momento en EnglishPost.org, 2023 EnglishPost.org Made with Love in Costa Rica, Steps to Apply the Product Approach to Writing, Strengths and Weakness of the Product Approach to Writing, Cohesion and Coherence: Features of Better Writing, 7 Effective Strategies to Build Writing Fluency, Error Correction in Foreign Language Teaching. the linearity of text is seriously under question in that producing a text involves recursive procedures. McClelland (eds), Eight approaches to teaching composition (pp. corrections. It can be difficult to write if you do not know the expected structure and style 2. Thus, many different types of teaching may go on under the same general label. Finally, three respondents specifically mentioned audience in their definitions: [We] consider questions like audience expectations (R13), I do everything I can to find a real audience for real papers. In process writing, the teacher moves away from being someone who sets students a writing topic and receives the finished product for correction without any intervention in the writing process itself. I have already mentioned that I was struck by the fact that not one of the respondents made any mention of the fact that they were giving their views on process writing in the L2 classroom. The theoretical framework was based on different authors who described the writing process, error and correction and learning strategies. The chart below offersa fuller comparison of process vs. product writing. It was intended that this element of the questionnaire, asking as it did for quick responses, would work rather like a word association test, producing an indication of the concepts that were uppermost in teachers minds when they thought of process writing. They discovered that writing was a highly complex process, made up of various subprocesses that occurred not one after another in a strict linear sequence, but cyclically and in varying patterns. [W]e spend the first week on pre-writing activities, the second week on Planning and Organizing, the third on Rough drafts, etc until we complete the process about halfway through the term, leaving time to apply this process to different projects. Almost all the respondents referred to classroom activities in their definitions; ten people defined the process approach largely in terms of classroom activities, and of these, four defined the process approach exclusively in these terms. As a first step in this process of weighing up the current position of the process approach, and in evaluating what we have learned from it and what it can offer for the future, I attempted in November 1993 to make a survey of teachers views by using the electronic network for ESL teachers, TESL-L. The total number of participants was 120 female EFL learners selected based on a convenient non-random sampling method but randomly divided into four experimental groups. On the other hand, rediscovery and reexamination of some of the research roots of the process approach may be necessary at this time to prevent writing teaching eventually becoming stultified and over-simplified as nothing more than a set sequence of teaching stages which are too inflexible to take account of the needs and existing skills of the individual. Marketing and promotion of the product focus on its quality. Disadvantage of Product Specialization Strategy. Product Writing is an approach to teaching writing that focuses on students' final production, that is, the text they are asked to produce. Keywords: EFL writing, process-product approach, model text, writing accuracy 1. The present study peruses EFL learners in a kind of process-product approach in writing and investigates the possible effects of teachers' direct and indirect corrective feedback in four English language institutes in Isfahan, Iran. Writing expertise and second-language proficiency. By using our site, you agree to our collection of information through the use of cookies. Another contrast in the responses was between those who focussed on the reasons for using a process approach, whether in terms of learning outcomes or educational philosophy, and those who concentrated mainly on what went on in the classroom, usually in terms of the stages which students were taken through in producing their writing. The origin of product-based approach emanates from the conditional reflex of Pavlov's behaviorism (Ting, 2010) that proposed the idea of stimulus and response as the. Thus, the company needs to maintain a consistent standard of quality and durability to maintain brand image. They were also very varied, and trying to find common threads in them involved a great deal of reading between the lines. I may have already done too much over- interpretation of the responses in my discussion above. As a teacher I feel I have to help everyone and give them the opportunity to learn through their writing, not just be continually judged like horses at a finish line. The first and most important concept to understand is this: essays do not happen all at once. Students do controlled activities to practice the features highlighted in the analysis of . There has been debate over whether the focus of the teaching is always appropriate for the students concerned; for example, for students preparing for language examinations there is an obvious conflict between the extended composing processes encouraged by the process approach and the single-draft writing usually necessary in an examination (Horowitz, 1986). New perspectives in classroom interaction in second language research, (pp. Writing instruction and the development of ESL writing skills: Is there a relationship? He placed emphasis on the importance of a series of drafts in the writing process as the writer gradually discovered through writing what it was that s/he wanted to say. Process writing. There is enhanced importance in the end product and this affects the way a product writing lesson is staged. approaches to teaching writing as well as evaluate the advantages and disadvantages of the process approach. (1980). When the survey I describe was conducted, the number of subscribers to TESL-L was something over two thousand; at the time of writing, the number has risen to over six thousand. Other respondents also talked about the process of writing; for instance the process of writing, i.e. Three respondents mentioned in their definitions in some way or another that the process approach represented a contrast with approaches focusing on product, which suggests that the process, not product confrontational element is still significant. Reid, J. It discourages creativity since this approach relies heavily on the imitation of model text. TESOL Quarterly 20(1), 141-4. After all, mainstream TESL tends to be eclectic rather than dogmatic, frequently absorbing and adapting ideas in forms that teachers regard as usable in their teaching situations. The process approach treats all writing as a creative act which requires time and positive feedback to be done well. This approach doesnt teach students to write independently. For writing teachers dissatisfied with traditional American approaches to teaching writing, these findings suggested a way forward. Rose, M. (1981). Students do controlled activities to practice the features highlighted in the analysis of the model text. Two respondents specifically mentioned problems they perceived with the approach. In the next section, we describe the stages of a product writing lesson. There is no right or wrong approach - however, time constraints should be taken into account when opting to use one approach over the other. Lead in This stage sets the overall context of the lesson. This - theoretical emphasis on process-oriented writing instruction has, in general, brought about positive changes in teaching practice. I feel that such guidelines mislead rather than help learners. assumes that writers produce texts in "one sitting," without revising or taking pauses in their work. Further, process bears the denotation that it is purely linear and highly predictable, almost mechanical. It is not my purpose in this article to describe the history of the process approach in detail, but rather to begin to examine its current position in ESL teaching. Academia.edu uses cookies to personalize content, tailor ads and improve the user experience. Zhenzhen Wang View . The practice stage might involve gap-fill activities, true or false, finding the mistakes in a text, etc. As a means of discovering what percentage of teachers use red pens for marking, or seat their students in a particular pattern, or wear white socks, the Internet is likely to be, to put it bluntly, a dead loss. The writing process is undeniable because anybody who has used this process has realized the benefits. the product based approach focuses on the final product and ignores the actual process of writing itself. Such ideas also accorded well with the thoughts being expressed in the late seventies in numerous articles (e.g., Murray, 1980) by Donald Murray, a professional writer and an influential [-1-] teacher of writing. A poor L2 writer, then, may or may not need help to develop and improve writing processes. The responses I received to my questionnaire were complex, thoughtful, thought-provoking, and in many instances detailed and lengthy. Among them, the product writing approach is the oldest and most commonly used method to teach writing . The Product approach is a text-based form . After reading the model text, learners analyse the main features of the specific type of text. 2000. Youll eventually develop your own process or processes for writing, going through these stages. International Journal of Applied Linguistics & English Literature [IJALEL], Muhammed Ali, Mahdi Araghi, Irum Abbasi, Sami Alanazi, Amna Al Neyadi, Mohammad ali ayatollahi, Nandinerdene Osorjamaa, Malahat Yousefzadeh, Godarz Alibakhshi, Fatemeh Takallou, Majid Mobasheri, Ailar Moghaddam, Gh. While this could be coincidence, it could also be evidence that certain aspects of the process approach have tended to disappear into the background in teachers thinking. ELT Journal 41(4), 257-67. The product approach to writing is based on the idea that learning to write involves understanding the grammar and lexis of the language and then reproducing those features accurately. 13.X. Emphasis on the final product can lead to writer's block Product- vs. Process-Based Writing. Horowitz, Daniel. Moreover, students were unsuccessful to put their ideas in the simple format of introduction, body, and conclusion. Remember to leave a comment and give us feedback and suggestions for future posts! Sorry, preview is currently unavailable. There were also surprising omissions in the materialaspects of the process approach which no-one mentioned. In response to Question 1, for example, Respondent (R) 14 wrote No, non, nyet, iie, la, and ALL other versions of no I can think of!!! This study is aimed at improving students' AL in general and their writing skill in particular at Khaje Nasiredin Toosi (KNT) University of Science and Technology. Have some of these things occurred in the case of the process approach? No revising work or rethinking work is conducted about the composition. The writing process is an amazingly productive, constructive, and effective method of writing. Taher Sarhady, International Journal of Language & Applied Linguistics IJLAL. In the case of the survey I conducted, however, not all the subscribers to TESL-L would have been even potential respondents, since the survey was addressed to teachers of writing skills, and obviously only quite a small minority of ESL teachers fall into this category. Writing expertise and second language proficiency in ESL writing performance. It is an approach in which the company makes product . R11 wrote bluntly: One of the problems with this approach is evaluation; R4 indicated his solution to this: [W]hen I evaluate, I evaluate how well they have planned, the extent to which they have tried to revise, etc. It is clear that there are similarities between writing in L1 and L2, but there are also differences, most obvious among them being the constraints imposed by imperfect knowledge of the language code involved. Furthermore, surveys can easily be followed up if necessary with supplementary questions to those who did respond; this could help counteract the problem that it is not possible to test a pilot version of the survey form in advance. Other times I have students work in small groups and do all the pre- writing activities together until they actually come to the first draft part. We introduce different activities to use with your students that fall under each approach.To access the handout for this video or to browse our catalogue of free PD videos, visit our website at www.aceducation.ca.The presenter is Heather Perry, an experienced English language teacher trainer based in Canada. For example, if learners are going to read a CV, you may ask them to decide whether they would invite the candidate for an interview or not; if they are reading an email, they may decide on the clarity of the message. The article also comments briefly on the process of conducting surveys on an electronic network. Example: writing a college essay. This is especially true for companies that not only use this strategy, but sell a variety of product lines. The product approach does not effectively prepare students for the real world or teach them to be the best writers. The survey population size certainly cannot be regarded as being the total membership of TESL-L. (Im not trying to get people to write extended descriptions, or crystal-clear definitionsso please dont sweat blood over formulating this! I suggest that more could be done now towards elaborating a teaching approach and methodologies specifically for teaching L2 writing, drawing on what we have learned from writing process research and the process approach in the classroom. Linked to this trend is a process of selection; while some teachers may use, say, a particular teaching method in its pure form, others come to incorporate bits and pieces of it into their teaching, so that elements of a rather special teaching approach become incorporated into mainstream teaching. I see process writing as what a writer should be doing anyway even if it werent required by the teacher (my emphasis). Further International Journal of Applied Linguistics and English Literature. Stay up to date with the biggest stories of the day with ANC's 'Dateline Philippines' (10 June 2023) | ABS-CBN News Channel, Philippines Please use these page numbers when citing this work. Some people might criticize some of the questionnaire respondents for apparently having diverged from a pure process approach in precisely the ways warned against here. Product-oriented approaches assume that consumers may buy more of a product, or . However, it certainly does not appear that there is unanimity on the subject of what the writing process is. While the general sequence is established, the actual activities used may vary, as R6 explicitly stated: Sometimes we do brainstorming as a class on a specific topic and everyone follows that topic up. While some wrote in terms of the difficulties implied by a full-scale process approach, there was evidence that others had solved the practicality problems by simplification. Our recommendations: a reading and watching list. In the early seventies, communicative teaching methodology and work on functional/notional syllabuses directed our attention more firmly towards the specific needs of the individual learner. Salespeople that sell to multiple markets also typically have to travel farther, which increases time spent traveling and costs associated with making sales. Butif the survey form is to be sent out to the whole network, then net courtesy demands that it should be kept very short. Each approach has its strengths and weaknesses. The disadvantages of process approaches are that . The questionnaire responses suggest to me that the emotive, ideological and confrontational aspects of the advocacy of process writing techniques may be waning as the approach becomes more widely used, and as more teachers decide to adopt elements of the approach some of the time rather than embracing it in its entirety. Twenty Persian-speaking EFL learners were non-randomly selected and voluntarily participated in a 12-session writing course at a private language school in Iran. Academia.edu no longer supports Internet Explorer. As teaching approaches become more widespread, various things happen to them. In the 90's, the writing process approach has become widely accepted in many schools and the interpretation and implementation of the process The responses received to my own survey were thoughtful and full, and provided considerable insight into the opinions of individual teachers. A comparison of the Product and Process Approaches to writing 6.1. We also made available an activity that can be adapted to your lessons . The key factor was that teaching focussed on the writing process rather than the final product. These is a useful set of skills for real life, since many times we use models to produce our texts, and being aware of how to identify generic conventions might help students become more proficient and independent writers. Example: writing a news story under a deadline for a blog post, https://learn.saylor.org/mod/page/view.php?id=6700, https://pixabay.com/en/deadline-stopwatch-clock-time-2636259/, https://pixabay.com/en/library-study-homework-education-1697314/, assumes that writers produce texts in one sitting, without revising or taking pauses in their work, assumes that the meaning of the writing is created and evolves during composing and revision, forces the writer to think before writing. Product-oriented writers must have a clear plan for writing in their heads before composing, multiple drafts are necessary as writing is a means of making knowledge, learning, and critical thinking, one draft forces the writer to settle for what came first, which may or may not be his/her best work, writing happens in stages that include but are not limited to prewriting, writing, and revising, writing is a non-linear process, and its stages often overlap, little or no opportunity for feedback from others, writers actively seek feedback from readers and judiciously use that feedback in their revisions. College Composition and Communication 32, 65-74. Murray, D.M. The process model empowers writers by encouraging them to understand and refine their writing strategies and techniques. Unpublished doctoral dissertation, University of Toronto, Ontario. Obviously, teachers who did not use the process approach but had no very strong views on it were unlikely to reply to the survey, so the proportion of process approach users among the respondents was no surprise and gives no indication whatsoever of the actual proportion of writing teachers who use the process approach. The outcome of the study can have valuable implications for teaching writing in FL situations. Many other surveys would face the same problem. Others might claim that adaptations of the process approach are necessary and inevitable if ESL students are to examine writing processes at all. When Emig (1971) first discussed the ways by which students wrote, she used the term composing processes, implying that there might be several sorts of processes. 1986. However, it must be remembered that there is no reason to assume that subscribers to TESL-L form a representative sample of the worlds population of ESL teachers; on the contrary, there are clearly many teachers who have neither the facilities nor the time to participate in an electronic discussion network, and thus there are some types of ESL teacher who are scarcely represented at all in the TESL-L membership, or who are seriously under-represented in proportion to their number (for example, teachers in certain countries). Research in the Teaching of English 20(2), 174-97. Cumming, A. H. (1988). Now it is time for students to start thinking about the text they are going to write. This division may to some extent have been a reflection of the widely differing types of teaching situation in which L2 teachers work, and the differing roles that they perceive themselves as having. Accordingly, different approaches to writing such as product approach, process approach and more recently process-product approach came into existence and they have been the concern of SL/FL researchers. That may now be happening with the process approach, and it is perhaps not an altogether healthy thing. Despite its sociopolitical basis, Academic Literacy (AL) is recently referred to as a set of complex skills such as writing, which lays undeniable foundations for success in academic communities (Hyland & Lyons, 2002). If compared to a process approach to writing, the product approach is probably less time consuming. Six writers in search of texts: A protocol-based study of L1 and L2 writing. Product Writing is an approach to teaching writing that focuses on students' final production, that is, the text they are asked to produce. Where do we go from here? It is suggested that some of the heat which characterized the initial debate on process writing may have cooled a little, making the time ripe for fresh discussion of what we have learned about teaching writing in L2 and possible ways forward in the future. This may have encouraged and even enforced a simplification of the process approach, or the pragmatic habit of using bits and pieces of the approach. Editors Note: Dashed numbers in square brackets indicate the end of each page in the paginated ASCII version of this article, which is the definitive edition. Piper (1989) writes that [-7-] [t]he heat which is generated by argument about a process approach suggests strong personal commitments to one side or the other and by extension a lack of hard evidence with which to convince the other side. The survey shows that strong feelings do still enter into discussion of process writing, but not for everyone. A typical product approach comprises four product approach became very popular due to its many stages before students produce the end-product for features as illustrated in the above table. 1-10), a major book on process writing theory and practice for L2 teachers, one finds nothing (apart from the samples of student writing) which marks the book out as being intended specifically for the L2 teacher as opposed to the L1 teacher. These higher costs mean the companies must generate more sales and charge higher prices to net profit. Neil Kokemuller has been an active business, finance and education writer and content media website developer since 2007. Some students need more revisions than others and some can get by with just outlining. The idea that writers use different processes was echoed by R18: I want [my students] to become aware that writing is a messy process (for most people), and I want to help them in understanding how their own process works. But it was left to R14, a non-user of the process approach, to point out that writing research has showed up the great variation that occurs at the micro level in the writing process. (Gabrielatos, 2002) There are four stages to the product approach and these stages are . A brief summary of these results was sent out on the TESL-L net shortly after the survey was completed; this article presents them more fully. But this was in the first instance a teaching approach, not a teaching method; the pedagogical methods and means whereby a teacher was to help students adopt more successful writing processes were not laid down or even very clearly implied by most of those who did empirical research into writing processes. Steps to Apply the Product Approach to Writing. Norwood, NJ: Ablex Publishing Corporation. Sentence-based 5. 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