By: Sharifah

PRODUCT APPROACH
Oxford University Press 2001:
PRODUCT

Result (of something).

http://www.tefl.net/ref/glossary.htm
PRODUCT APPROACH

A method for teaching writing in

which learners are given a model
and then asked to create something
similar.

PRODUCT APPROACH
The Practice of English Language Teaching (4th edition) by Jeremy
Harmer [Chapter 19: Writing, pg. 325] :
Aim of task.

PRODUCT

WRITING

End product.

focus on
PROCESS

PRODUCT APPROACH
BBC (Teaching English) :

A traditional approach, in which students are encouraged to mimic a model

text, which is usually presented and analysed at an early stage.

SOURCE : http://www.teachingenglish.org.uk/article/product-process-writing-a-comparison

PRODUCT APPROACH
A model for such an approach is outlined below:
S2

S1

Consists of controlled practice of the

highlighted features, usually in isolation.
e.g. practise the language used to make formal
requests, the 'I would be grateful if you would'
structure.
Model texts are read, features of the genre are
highlighted. e.g. formal letter: attention drawn to
paragraphing & language used to make formal
request

S3
Organisation of ideas.
More important than the ideas/important as
the control of the language.
S4
End result.
to produce the product to show what they
can do as fluent and competent users of the
language by using the skills, structures and
vocabulary they have been taught.

SOURCE : http://www.teachingenglish.org.uk/article/product-process-writing-a-comparison

PRODUCT APPROACH
It involves using model sentences or texts which the students copy.
Normally each model text contains lots of examples of a specific type
of language the teacher wants the students to focus on, e.g. cohesive
devices (e.g. however, therefore, nevertheless, etc.), the past simple.

The students read the model sentence or text, and do exercises which
focus on the language in the model text (e.g. the past simple).

PRODUCT APPROACH
Finally, the students might be asked to transform a text which is in
the present simple into the past simple. The model text will help them
do this.

The focus is obviously on grammatical accuracy. (Brown, 2007)

PRODUCT APPROACH

PRODUCT APPROACH
STRENGTHS:
- 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.

PRODUCT APPROACH

WEAKNESSES :
Lack of creativity and personalization.

Repetitive.
Unrealistic. (students are obviously not writing for a purpose, but writing to
practice a grammar point)

- Boring & demotivating.

- Too prescriptive.

PRODUCT APPROACH
WEAKNESSES :
- Students will believe that writing is a unitary, context-free activity, in which
the same patterns and rules apply to all writing, independent of text
type. : Ivani (2004: 227)

- Concerned only with correctness of spelling, grammar, etc, and ignoring

context.

- Doesnt give students practice writing because it does not reflect what real
writers do in real situations.

PRODUCT APPROACH
Questions:

What kinds of things does a Product Approach emphasize?

Would your learners be comfortable with this approach? Why (not)? What
do you think they would particularly like/dislike about the lesson that used
this approach?

Would you consider using the Product Approach to teach writing?

By: Selly

PROCESS APPROACH
The concept of this approach is defined as an activity in which
teachers encourage learners to see writing not as grammar
exercises, but as the discovery of meaning and ideas (OBrien,
2004)

Writing as a creative act which requires time and positive

feedback to be done well.

Focus more on varied classroom activities that promote the

development of language use .

Four common stages

Prewriting

Writing

Revising

Evaluation

Pre writing
Generate ideas
Brainsotming
Discussion

Organise ideas
Mind map
Spidergram

writing
Write first draft
Do in pairs/groups

Exchange drafts
Improve draft
Give feedback

revising
Return drafts
Make improvements based on feedback

evaluation
Ready final version
Teacher evaluates

Role of teacher and students

The teachers role in the process model is to
facilitate the writing process rather than to
provide direct instruction. (teacher as
facilitator)
Students are given considerable freedom
within the task.

Strengths
Encourages students to communicate their own
written messages.

Communication of the message is paramount and

developing but inaccurate attempts at handwriting,

spelling and grammar are accepted. These skills are
further developed in individual and small group.

Weaknesses
Could be time consuming with large class.
Teacher may not have enough time to schedule
individual writing in larger classes.

Learners who are unused to process writing will view

revision as a sign of failure.

A summary of the differences (Features)

PROCESS

Text as a resource for

comparison
Ideas as starting point
More than one draft
More global, focus on
purpose, theme, text type,
i.e., reader is emphasised
Collaborative
Emphasis on creative process

PRODUCT

Imitate model text

organisation of ideas more

important than ideas

themselves
One draft
Features highlighted
including controlled
practice of those features
Individual
Emphasis on end product

Example questions for discussion;

Here is a picture. Think of how you can use it to generate ideas

for a story. What kind of skill-building exercises will you build in
while and after generating the ideas.

 The following are two first drafts. Read each and say how you would use
these drafts during the revision and editing sessions.

The first draft.

The wind was blowing and the tide was coming in. By now you should know
what Im talking about. The answer is the sea. The sea plays an important
role in our lives. But thats not what Im talking about. Im talking about the
experience I would have at the sea. Although I prefer the crowded beach to
the peaceful beach, it does not mean I dont like the peaceful beach. But in
the peaceful beach I dont have anything to do. While on the crowded and
noisy beach I have something to do.

 The sea is a wonderful place to be. Its a place to socialize. Usually I go to

Port Dickson with my cousin. We play pingpong, football and we also swim.
Once in a blue moon we go for a walk.

Second draft.
Have you ever wondered why anyone whos ever seen on the sea at night
loves on how fantastic it all is? Probably not, huh? Never mind. Ill tell you
anyway. Picture it. The light of the sun has waning and its radiance fading
into greyish blur. This in turn giving way to the light of the moon which
bathes every thing in moonlight gives the impression that everything on the
beach has been dipped in quicksilver.

 Tall majestic palms gently stand guard gently swaying. Their

leaves wearing an intricate pattern of shadow and light on the
sand. Pools of moonlight splashed here and there. The sea itself,
stretching as far as the eye can see, an unusual yet strangely
appealing shade of greenish black. Its waves gently lapping
making loud soft slapping noises as they gently lap-at the shove.
A lone crab seems to be the only discernable form of life found
for miles sound. Now I ask you, can you really blame anyone for
raving on about something like this?

By: Grace

What is a genre based approach?

This approach identifies that writing is a social activity with particular power
relations and social conventions. The approach explicitly identifies the social
and linguistic conventions of different types of texts.

Better known as the functional model of language emphasizes on meaning

and how meaning is constructed through the use of language.

The approach usually includes the following: Familiarisation, controlled

writing, guided writing and then free writing

Four-Phase Pedagogy
Field
Building

Modelling

Independent
Construction

Joint
Negotiation

Texts used during the modelling phase are designed to

exemplify the main linguistic forms of knowledge required
for effective participation in school subjects (Derewianka,
1996).

Field Building
The main idea of this stage is to build up control of the field or topic and

building up the spoken language to enable students to talk about the topic.

A range of activities that could provide input of information and

opportunities for students to talk about the topic would be included at this
step.

This also includes a focus on extensive reading on the particular topic.

The grammatical features and vocabulary at this stage are also emphasised
depending on the students needs.

Modelling
The explicit focus will be on the genre that the students will be writing.
In this stage, models of the genre will be presented to the students to be
analysed.

The main emphasis here will be on the purpose of the text, generic structure,
language features, tenor and mode.

In brief, this stage is giving the students optimum exposures on the fixed
genre, which allows them to familiarise with the text type.

Joint Construction
The teacher serves as a facilitator in helping the students to construct a
model of the genre.

The overall knowledge of the field, content and text organisation are drawn
on by the teacher.

This helps students to practice what they have learned but with limited guide
by the teacher.

Constant scaffolding will be given by the teacher in order to trigger students

to utilise the knowledge that they have had.

Independent Construction
Students would be required to write texts independently.
After getting all the required exposures in the previous stages, students
should be able to produce their own end-product by choosing their own
topic, drafting, editing and getting the feedback from the teacher or peers.

The main objective of this stage is to reflect what they have learned earlier
and putting all their ideas into written form, and thus produce a wellstructured essay (Martin, 1992).

Benefits of this approach

Explicitly links reading and writing

Ensures that writing is a process

Provides a model for learners

Scaffolds writing
Makes invisible features explicit to learners

REFERENCES
http://www.teachingenglish.org.uk/article/product-process-writing-a-comparison
Brown, H. Doglas (2007). Teaching By Principles An Interactive Approach to Language

Pedagogy.
Harmer, J (2013). The Practice of English Language Teaching.
DeVries, R., & Kohlberg, L. (1987). Programs of early education: The constructivist view.
New York: Longman
McDavitt, D. S. (1993). Teaching for understanding: Attaining higher order learning and
increased achievement through experiential instruction. (ERIC Document Reproduction
Service No. ED 374 093)
http://elt-resourceful.com/2012/12/12/using-a-genre-approach-for-writing/

REFERENCES
Brown, H. Douglas (2007). Teaching By Principles An Interactive Approach to
Language Pedagogy.

Chitravelu, N., Sithamparam, S. & Soo Choon, T. ELT METHODOLOGY

Principles and Practice.

https://www.academia.edu/4743498/Genre_Based_Approach_Theories_Lesson_p
lan_and_Teaching_simulation

http://www.teslmalaysia.com/genre-based-approach-to-teaching-writing
http://revistaseletronicas.pucrs.br/fo/ojs/index.php/belt/article/view/9361