LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 12 : 7 July 2012
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Role of Process and Product Approaches to the Teaching of Writing

Ali Akbar Khansir

Abstract

The aim of the paper is to compare and examines product and process approaches to the teaching of writing. Myles (2002, p.1) argues that “academic writing requires conscious effort and much practice in composing, developing, and analyzing ideas. Writing is a combination of process and product” (Sokolik, 2003). Product approach to the teaching of writing emphasizes mechanical aspects of writing such as focusing on grammatical and syntactical structures and imitating models and this approach is primarily concerned with correctness and form of the final product, whereas, Process approach emphasizes that writing itself is a developmental process that creates self-discovery and meaning. It is concerned with the process of how ideas are developed and formulated in writing. The approach focuses on how clearly and efficiently a learner can express and organize his/ her ideas clearly. In this approach, students are given opportunity to write what they have in their mind on paper, writing without worrying about form, grammar and correct spelling. (Khansir, 2010).

Key words: Writing, Process and Product approaches, Genre approach.

Introduction

The aim of the paper is to investigate the role of process and product approaches to the teaching of writing and compare the approaches have dominated much of the teaching of writing that happen in ELT classroom. Writing plays an essential role in language learning. Writing is defined as art of a writer. Hyland (2003) mentions the value of writing “the ability to communicate ideas and information affectively through the global digital network is crucially dependent on good writing skills." It implies the fact that the mental representation by means of lexical manipulation is given in the form of script or marks in the process of writing. Thus writing defined as a term refers both to an act and the result of that act. This immediately sets up two possible perspectives on acquiring writing: Learning the process of composing and learning the form and organization of the product. But writing also has a social dimension and purpose, which can lead to other perspectives focusing on genre, voice and audience (Swalles 1990, Cope and Kalantzis 1993, Fairclough 2001, Ivanic 1998). Writing being one of the four skills of listening, speaking, reading, and writing has always formed part of the syllabus in the teaching of English language. However, it has been used for a variety of purposes, ranging from being merely a ‘backup’ for grammar teaching to a major syllabus strand in its own right, where mastering the ability to write effectively is seen as a key objective for learners (Harmer 2004).

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Ali Akbar Khansir
Bushehr University of Medical Sciences and Health Services
Iran
Ahmad_2004_bu@yahoo.com
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