The strengths and weaknesses of APPROACHES TO teaching writing

Group members: -Christina -Iffah -Azri -Syakir -Musfadly

PRODUCT APPROACH (Strengths)

Model texts give students confidence and security, something they can use as the basis for their own writing (imitation is one way in which people learn) The approach (appears) to get results: using model texts for students to copy should guarantee students produce work with fewer grammatical mistakes very quickly
Easy to use with large classes

 Easy to grade because emphasis on form

Useful approach when form is important

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 personalisation Too prescriptive

Has no practical application

Results in mindless copies of a particular organisational plan or style

 Does not teach how to write independently - Process skills of writing, such as planning a text are less emphasised Does not teach how to think Devalues students potential, both linguistic and personal (experience)

PROCESS APPROACH (Strengths)

Encourage students to communicate their own written messages (background knowledge and experiences) Active participation of students in the process Emphasis on the skills in writing (brainstorming, drafting, review, and editing)

Writing moves naturally from invention to convention Focus on ideas in writing first, spelling and grammatical mistakes are dealt with later

PROCESS APPROACH (Weaknesses)

Could be time-consuming with large classes Teacher may not have enough time to schedule individual writing discussion in large classes

Lots of grading
Some learners might view the revision of writing as a sign of failure Does not provide learners with adequate linguistic knowledge to write successfully

GENRE APPROACH (Strengths)

Provide students understanding that writing takes place in a social situation, and is a reflection of a particular purpose Students generally appreciate the models or examples showing specifically what they have to do linguistically Learning can happen consciously through imitation and analysis

GENRE APPROACH (Weaknesses)

Undervalue the skills needed to produce a text

Students are likely to be largely passive Teachers spend class time explaining how language is used for a range of purposes and with a variety of readers
Places too much emphasis on conventions and genre features, so less helpful for students in discovering the texts true message Limiting students creative thoughts about content

REFERENCES
Atkinson, D. (2003). L2 writing in the post-process era: introduction. Journal of Second Language Writing 12: 3-15.

Casanave, C. P. (2003). Looking ahead to more sociopolitically-oriented case study research in L2 writing scholarship (But should it be called post-process?). Journal of Second Language Writing 12: 85-102.
Elbow, P. (1973). Writing Without Teachers. New York: Oxford University Press. Elbow, P. (1981). Writing with Power: Techniques for Mastering the Writing Process. New York: Oxford University Press. Faigley, L. (1986). Competing theories of process: a critique and a proposal. College English 48: 527-42. Simpson, A. A process approach to writing. http://www.developingteachers.com/articles_tchtraining/pwpf_adam.htm