PROCESS AND PRODUCT APPROACH TO WRITING | WRITING PROCESS

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Writing is one of the components of language learning, and it is an imperative getting to know tool because it helps the learners to get better understandings of some ideas and concepts. Writing is distinctly an vital one that need to be taught to the college students in schools and institutions round the world to have the capabilities in it. In brief, it is stated that the writing is the capability to write a text on a unique subject matter and it should be understood by using a viewpoint reader, be capable to get the message of the writer. In this writing, I am going to categorical two sorts of strategies “process and product” associated to writing.


 Process Approach

Process writing is an approach to writing and teaching writing to the students, that can allow the instructor and the college students to examine the manner of bring out a textual content together. In the method of writing, students are in a position to get the danger to assume about what they are going to do on their writing, to deliver forth drafts and they can edit the textual content if they make errors for the duration of writing the textual content on a particular topic, and also, they should have a remarks from instructors on their writing before they come up with the remaining model of the text.

The technique approach views composing as a technique in which the creator explores, generated ideas, and always moves back and forth to find and reconstruct his thoughts in an attempt to outline which means (Zamel 1983).

“Getting began (helping college students to locate topics, generates ideas and information, focal point and layout shape and procedure), for drafting (encouraging college students to do a couple of drafts), for revising (encouraging students to add, delete, modify and rearrange ideas), and for enhancing (attending to vocabulary, sentence structure,

 grammar and mechanics)” (Silva 1990, p. 15). In the procedure method to writing, some ranges are protected with this. Those are as follows.
Stage one: (pre-writing)

In the first stage, teachers supply a subject to the students and ask them to come up with new ideas and plans what they are going to write relevant to the topic. This is a pre-writing stage and it is to furnish opportunities for freshmen to brainstorm ideas on and examine round an essay topic the trainer offers and to format what types of matters they prefer to write. Then they will select ideas to start writing.
Second stage: (writing/Drafting)

In this stage, beginners can start composing the first draft of their texts. At this time, accuracy of language, punctation mark, grammar and vocabulary are not necessary, as they will be given the probabilities to do it later on.
Third stage: (Revising/Reviewing)

This is the stage which permits beginners to have the opportunity to take a appear lower back at their texts to rearrange ideas, add, put off or alternate the written texts if they favor or locate out any mistakes, as well as they ought to make certain the thoughts are getting conveyed clearly.

In this stage comments is necessary. It can be carried out by the instructors or peers. Students can exchange their personal texts (drafts) and propose their opinions on each other’s work. After revising, college students get again to the “writing stage” that can permit them to write some different drafts focusing on the process.
Fourth stage: (Editing)

After the completion of countless drafts, newcomers have interaction with correcting their errors, checking grammar, spelling and punctation mistakes. If they want, students will go on with peer help and make college students study every other’s drafts.

These are the things contained in the technique method of writing.  In this manner writing, there are some benefits, such as: two students can integrate their writing with different writing capabilities and via evaluating with every other’s writing they can right their mistakes, they can get engaged with extra writing practice and enhance their abilities in writing and they can produce a higher closing product. In spite of the benefits are in it, it has the essential downside which is time needed. Students are required to spend more time all through the method writing.
Product Approach

It is an approach to teaching writing to the learners, which focuses on the students’ closing product that the instructors ask them to deliver out and submit. “Basically, writing this method serves to support writing in 2nd or overseas language in phrases of grammatical and syntactic forms” (Tangpermpoon, 2008).

“The students’ remaining product must be coherent, error-free-text and to gain that the college students will initiate, replica and transform a model text” (Pasand and Haghi, 2013)

As the process strategy to writing, product strategy additionally has some tiers to be considered. It focuses only on the students’ stop product. In this case, beginners do now not choose to brainstorm their thoughts or do some different plans as they do in the manner writing. Rather than this, they ought to spare more time to exercise the essential characteristic of the text they want to write. The tiers are as follows:


 First stage: (Model text)

In the first stage, instructors give the students a model textual content of the style they are supposed to produce. After having read, newcomers analyze the foremost aspects of the text associated to content, organisation and so on. Model genres may be formal letters, reports, e-mails and etc. it is fairly vital to provide the venture to the students earlier than they go thru the model text. For instance, if the instructors provide them a CV, they should ask them to figure out whether they invite someone for an interview or not.
Second stage: (Controlled practice)

 After getting the fundamental facets of the model genre, students ought to exercise them to produce their texts. Practice may additionally be true or false activities, finding the blunders in the text and etc.
Third stage: (Organizing ideas)

 This is the time for the students to think about the text they are about to write. At this time, they can work collectively to get some information about what they have to encompass in their texts. For example, if they are anticipated to write a CV, they can get ideas from others, such as: education, work experience, competencies and skills and so on. These kinds of matters they can have with the aid of working collaboratively.


 Fourth stage: (Final product)

This is the ultimate stage, in which the college students bring out their very own texts, and then teachers will get their texts and provide them their feedbacks on their production. “Teaching writing the use of product strategy entails 4 stages: familiarization, controlled writing, guided writing and free writing. In the first step, instructors make the college students conscious of certain feature of a precise text. Afterwards, the instructors manage the students’ learning recreation by way of giving workout on grammatical points and associated vocabulary. In the 1/3 stage, the college students write a text which is similar to the model text. The last stage is the college students freely write any other similar text by means of themselves” (Badger and White, 2000, pg.153-160)


 In product approach, some advantages and hazards are over there as it is in manner approach. 

Advantages:
  • It is very convenient to use with the large quantity of students in the class
  • It is particularly beneficial and helpful when instructors start to train beginners.
  • Mistakes and blunders can be identified through them or peers at some stage in the process.

Disadvantages:

  Teachers can't train college students to write and right their independently by using this product  approach.
 It discourages and demotivates the students’ creativity as the strategy confides closely on the two two imitation of model text.
As it focuses on the finished product, it does no longer concentrate on the refined system that show up on the text.
Conclusion

 Over all, it should be concluded, these two tactics are very essential in writing, from time to time manner approach might be useful and on occasion product approach would have a tendency to be needed in writing. It depends on the students’ capacity. It would be said, while educating the writing to the beginners, procedure strategy is the first-rate method instead than the product approach, even if it takes greater time. 


References

  •    Badger, R. & White, G. (200) A process-genre Approach to Teaching Writing. ELT Journal, 54(2), 53-60.
  •    Zamel, V. (1983) The composing process of Advanced ESL Students: six case studies. TESOL Quarterly, 17(2), 165-187.
  •    Lee, Y. (2006). The process-oriented ESL writing assessment: promises and challenges, Journal of second Language Writing, 11, 135-159.
  •    Pasand, P.G. & Haghi, E.B. (2013). Process-product approach to writing: the effect of Model Essays on EFL Learners’ writing Accuracy. International Journal of Applied Linguistics & English Literature. 2(1), 75-79.
  •   Hasan, M.K. & Ahkand, M.M. (2010). Approaches to Writing in EFL/ESL context: Balancing product and process in writing class at Tertiary Level, Journal NELTA. Vol 15 No. 1-2.
  •   Tangpermpoon, T. (2008). Integrated Approaches to improve students Writing Skills for English Major Students, ABAC Journal, 28(2), 1-9.
  •   Silva, T. (1990). Second language com-position instruction: issues and directions in ESL. In B. Kroll (Ed.) Second Language Writing: Research Insights for the Classroom (pp, 11-36). New York: Cambridge University Press.
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