Transcript
Topic:
Product vs Process Approach
Group Members
Hira Qayyum
Areej Fatima
Writing
Merriwether (1997)
“Writing is a process which involves several
identifiable steps”
Zamel (1987)
“Writing is a complex cognitive behavior and a
nonlinear process of discovery”
Product Approach
The Product Approach dominated the teaching of
writing in ELT until the 1980s.
It involves using ‘model’ sentences or texts which the
students copy.
The students read the model sentence or text, and do
exercises which focus on the language in the model
text.
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.
The focus is obviously on grammatical accuracy.
Stages
Stage 1
Model texts are read, and then features of the
genre are highlighted.
Stage 2
This consists of controlled practice of the
highlighted features, usually in isolation.
Stage 3
Organization of ideas.
Stage 4
The end result of the learning process.
Arguments in favour of the Product
Approach
Model texts give students confidence and security
something they can use as the basis for their own
writing.
To get results using model texts for students to copy
should guarantee students produce work with fewer
grammatical mistakes very quickly.
A good way of getting the students to focus on using
a specific piece of grammer in their own writing.
Arguments against the Product
Approach
It concerned only with correctness of spelling,
grammer etc and ignoring text.
It doesn’t give students practice writing because it
does not reflect what real writers do in real situations.
Lack of creativity and personalization
Repetitive
Unrealistic
Boring & demotivating
Too prescriptive
One of the main criticism is that it does not reflect
what real writers do in real situations.
Process Writing
Jordan (1997)
“Process writing evolved as
a reaction to the product approach”
Process Approach
The Process Approach aimed to reflect what real
writers did in real situations.
The Process Approach overtook the Product
Approach as the dominant writing methodology in
the 1980s in Britain & North America.
Two types of researcher favoured the
Process Approach
1) Expressivists
2) Cognitivists
The Expressivists argued that writing was creative
and personal. They wanted to get students to write
about what was important to them.
The Cognitivists tried to find out how real writers
composed in real situations.
Stages
Stage 1
Generating ideas by brainstorming and
discussion.
Stage 2
Students extend ideas into note form, and
judge quality and usefulness of ideas.
Stage 3
Students organize ideas into a mind map,
spider gram or linear form.
Stage 4
Students write the first draft. This is done in
class and frequently in pairs or groups.
Stage 5
Drafts are exchanged, so that students
become the readers of each others work.
Stage 6
Drafts are returned and improvements are
made based upon peer feedback.
Stage 7
A final draft is written.
Stage 8
Students once again exchange and read each
other’s work and perhaps even write a response or
reply.
The components of the Process
Approach
Susser (1994) argues that process writing pedagogy
has 2 components:
1) awareness
2) intervention
Arguments in favour of the Process
Approach
The emphasis on multiple drafting helps even the
weakest students write more confidently, knowing
that their 1st drafts won’t be assessed.
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.
Arguments against the Process Approach
Process Approach at its most extreme perhaps pays
less attention to grammatical accuracy than it should.
Process Approach at its most extreme perhaps pays
less attention to showing students what good writing
looks like than it should. The emphasis is on writing
as a continuing process rather than as a finished
product.
Process Approach may teach students what good
writers do, perhaps it is less suited to exam writing,
where students are working under time constraints,
and only have a limited amount of choice regarding
what they write about.
STAGES IN PROCESS APPROACH
PRE-
WRITIN
G
WHILE-WRITING
DRAFTING -> REVISING ->
EDITING
POST-
WRITIN
G
Selecting
a topic
and
planning
what to
write
• Putting a draught version on
paper• Making changes to improve
the writing
•PUBLISHING
•EVALUATIO
N
-Assessment
of the written
work
PRE-WRITING
Group Brainstorming.
Group research on a writing topic.
Questioning (Journalists Questions)
Discussion and debate.
Cubing.
-Describe it -Analyze it
-Compare it - apply it
-Associate it - argue for or against it
Mapping / Clustering: The preferred
prewriting technique for writers who are
visually oriented because it allows them to
generate and organize ideas in a visual
context.
Outlining.
Pass-around topic.
Dialogue Writing.
Looping
WHILE-WRITING
Individual writing.
Collaborative writing. Students work together to
write a previously agreed text.
REVISING / EDITING
Peer editing / Proof-reading.
Self-editing.
Conferencing.
Reformulation.
Whole class discussion of how a particular text might
need adjustment according to the audience it is
addressed to.
POST-WRITING
EVALUATION
A rubric is…
◦ an assessment tool
◦ a scoring guide
◦ (a guide for students and teachers before an assignment begins)
PUBLISHING
Publishing the final product and sharing it with an appropriate audience. It may be oral, visual, or written.
What do real writers do?
Writing is messy, recursive, convoluted, and
uneven.
Writers write, plan, revise, anticipate, and
review throughout the writing process.
Good writers organize, plan, and re-write
throughout the writing process, changing
things lots of times if necessary, and writing
multiple drafts
Good writers may rehearse or discuss what they want to write before they actually do it.
Good writers read their writing carefully, trying to imagine how clear their ideas are to a reader. If something isn’t clear, they change it.
The motto of the Process Approach is: Writing is rewriting
“Good writing does not just happen. The
best writers spend a great deal of time
thinking, planning, rewriting, and
editing.”
- Elizabeth West
Differences
Product Approach Process Approach
It has a very defined
structure.
It has a much looser form.
It creates original business
model.
It uses tried and true
strategies
It focuses more on
collaboration.
It may
compartmentalization
departments in a strategic
manner.
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