Problems with process writing approach

Stage 3 Organisation of ideas. Flexible and cumulative evaluation of writing that stresses revision. Bridging English 5th ed. In process-oriented classrooms, students enjoy: The problems with process writing approach is to achieve the best product possible.

Theory and practice As a strong advocate of awareness raising, I believe that learners should be made aware that well-crafted essays cannot be written in one sitting. Stage 1 Model texts are read, and then features of the genre are highlighted.

By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts. If studying a story, the focus may be on the techniques used to make the story interesting, and students focus on where and how the writer employs these techniques.

Also, teachers can introduce the four stages to learners in the classroom.

Inquiry-oriented classroom activities that involve students with rich sets of data and social interaction, and that focus on specific modes of elements of writing. This stage helps to make the hierarchical relationship of ideas more immediately obvious, which helps students with the structure of their texts.

Created by Nancy M. In this situation, I would stop writing when I reached the required word count. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language. They are not curbed by pre-emptive teaching of lexical or grammatical items.

Nunan states that a text is improved by reflection, discussion and reworking successive drafts. At the drafting stage, learners plan their essay structure and organise their ideas. Then, they start to write the first draft of their essays.

ELT Journal, 54 2 Students extend ideas into note form, and judge quality and usefulness of ideas. This approach assumes that a writer needs to be writing for authentic purposes in an extended process that includes prewriting, writing, revising, and editing--though these are done in a recursive manner rather than in discrete steps.

A textbook for teachers. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. This stage is very important. I have included two examples of guidelines here — one for revising advanced and one for editing lower intermediate. Essays were often written under time constraints and the focus was on producing an essay in one sitting.

Product and process writing: A comparison

A product approach This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage. A model for such an approach is outlined below: A process approach Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: Individually, they use the skills, structures and vocabulary they have been taught to produce the product; to show what they can do as fluent and competent users of the language.

If there is a lack of time or resources, they can provide learners with relevant reading materials. An essay may go through multiple revisions.

Learners are sometimes asked to write on a topic that they are not familiar with. As writers work through the writing process, they move through recursive steps that first emphasize fluency i.

Depending on the availability and accessibility of technology, teachers can assign learners to search for information related to an essay topic on the Internet. What differentiates a process-focussed approach from a product-centred one is that the outcome of the writing, the product, is not preconceived.

Process writing text as a resource for comparison ideas as starting point more global, focus on purpose, theme, text type, i.

The final stage is editing. Writing processes are varied and recursive. At this stage, learners proof-read their essays, focusing on grammar, punctuation and formatting. Stage 6 Drafts are returned and improvements are made based upon peer feedback. Stage 3 Students organise ideas into a mind map, spidergram, or linear form.writing, make a comparison between product and process approach to teaching writing and accordingly make suggestions about the basic principles of teaching writing with the application of the process approach.

I believe that process writing, i.e. re-drafting, collaboration, can be integrated with the practice of studying written models in the classroom. What I take from the process approach is the collaborative work, the discussion which is so important in generating and organising ideas.

The Process Approach. Most research in writing pedagogy today concludes that the most effective way to teach writing is through a process approach. This approach assumes that a writer needs to be writing for authentic purposes in an extended process that includes prewriting, writing, revising, and editing--though these are done in a.

The Effectiveness of Process Writing Approach in Developing EFL Writing Performance of ESP College repeat their ideas, report few if any valid points, make. Process writing is an approach to incorporating writing skills from the very beginning of the English learning process. It was developed by Gail Heald-Taylor in her book Whole Language Strategies for ESL Students.

Third, process approach activities will be presented as ways of helping students over come their writing difficulties.

There will be a summary of how a process approach specifically addresses common problems that English language students have, and the benefits of the process approach in writing studies will be made clear.

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Problems with process writing approach
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