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The need for learners to be given linguistic knowledge about texts. Eg. Grammar, sentences, structures, punctuation. Imitation is one way in which people learn.

Model texts give students confidence and security, something they can use as the basis for their own writing The approach appears to get results: using model texts for students to copy should guarantee students produce work with fewer grammatical mistakes very quickly Highly specific & focused writing practice: a good way of getting the students to focus on using a specific piece of grammar in their own writing .

Emphasis on the skills in writing. Brainstorming, drafting, review and editing. Learners background knowledge and experiences contribute to the development of writing ability. Active participation of learners in the process. Collaborative work generate and organizing ideas.

The emphasis on multiple drafting helps even the weakest students write more confidently, knowing that their 1st drafts wont be assessed. The Process Approach means that writing does not have to be a solitary, silent activity. Students can interact and plan their writing together. The Process Approach is therefore more suitable than the Product Approach for those students with extroverted learning styles, those who like to learn by collaborating with others (see Oxford 2001).

Writing takes place in a social situation, and is a reflection of a particular purpose. Learning can happen consciously through imitation and analysis. Emphasizes on developing the students awareness of reoccurring textural structures. Enables students to make sense of the world around them and to become aware of writing as a tool that can be used and manipulated (Kay & Dudley-Evans, 1998).

Bhatia (1993, as cited in Kim & Kim, 2005) recommended, it is meaningful for writing instructors to tie the formal and functional properties of a language together in order to facilitate students recognition of how and why linguistic conventions are employed for particular rhetorical effects (p.6)

Genre approach let the students to identify common patterns of the content and naturally, these patterns will form a kind of background knowledge students can activate in the next learning situation Eventually, the prior knowledge will make it easier for students to produce acceptable structures in their writing tasks. allows students to become more flexible in their thinking and eventually to realize how authors organize their writings

When people learn something new, they commonly want to find some cases that they can refer to or consider as samples. There is no doubt that writing tasks can be more demanding than other language skills, so students at low level of proficiency absolutely need something that they can rely on since they have little exposure to English writing (Kay & Dudley-Evans, 1998, p. 310). w/genre+process+approach.pdf G%201%20Approaches%20to%20the%20Teach ing%20of%20Writing%2012.JR.ppt ProfessionalDevelopment/200680TWPfall06/ 07Kim_Genre.pdf