Writing requires time and skills. For second language learners, there are so many concerns when it comes to acquiring in depth knowledge of the language. Since it is not originally theirs, problems with vocabulary, grammar and spelling should be addressed well. ESL students are all like babies learning something so new. So if you have to make them imitate model text, then do so. However, you should also let them explore and learn something on their own. Therefore, the process and the product should be balanced not only to achieve the best result but also to be efficient and effective on teaching second language writing. This will make each one of them really learn and retain the things inside their memory
If the students are approached by the product-oriented approach only, they can develop their lexical skills of their compositions, but they need a teacher who can give them feedback about their grammatical mistakes. The students end up relying on the teacher and cannot extend their imaginations widely independently. Therefore, leading the students to think about a topic freely by following the specific writing process should not be taken for granted. At the same time, the teachers need to support the students to produce their writings with fully acquired grammar knowledge, too. That is why it is important to balance product and process teaching when teaching second language writing.
In the product-oriented approach, students are required to meet some writing standards, focus on the accurate grammar and vocabulary. The final product is the most important thing. In contrast, in the process-oriented approach, it literally concentrates on the writing process. While writing, writers have time to understand their own writing process and to revise their product. Also, they get help from a teacher and classmates. There is a tendency that the process-oriented approach is emphasized. However, the final product is eventually the ultimate goal; it is the reason that we go through the process of prewriting, drafting, revising, and editing(Brown, 2001). Therefore it is crucial for the writing instructors to balance process and product in teaching writing.
I discorvered that there would be many possibilites of frustration from disparity between the realistices which the actual teaching situation and the original vision of the product what teacher intended to perform through chapters 1 and 2. The realities of their teaching situation many times do not match thier original vision of their teaching product. For instance, there might be the limitations of what they may face in their class such as the diffrences of students' proficiency in literacy and thier cultural backgraond, time schedules, arrangement of physical space, varying teaching resources, ect. Without the prediction of possible disparity, they could easily lose track of thier vision of the product, ultimately their teaching process also could be frustrated by the lack of balance between the product and process. So It is very crucial to predict and to reconcile their vision of the product with the realities of thier teaching situation by negotiating thier envisioned product with the needs of their studnets and the demands of their school system.
The product approach is a traditional approach to teaching writing in which students typically are provided a model and encouraged to mimic it in order to produce a similar product. The process approach focuses more on the process of getting to the product, by using techniques such as brainstorming, exploring ideas, peer editing, and rewriting.
While the process approach has many benefits, legal writing is a formalized and convention-laden form of writing. The process approach was born in an era of change in which conventions were challenged and reliance on form and conventions, questioned. Using aspects of both models may be the most effective approach in teaching legal writing.
We all desire to write well and at the same time feel fear. Then, what helps and leads toward right direction is writing process. It usually consists of five stages, which is closely connected and results in a great writing. This is so similar that how cook the ingredients decide the flavor of food. Generating various ideas, organizing them well knitted, and constructing it for easy understanding is like preparing fresh ingredients, making them suitable for cook, and cooking with proper recipe. In so doing, one completed writing starts having its own power, so it should be assessed correctly. This is because appropriate assessment and suggestion toward a product make a writer modify his or her writing process to optimize it for oneself. Not only this, but also one of the most important thing we should remember is that writing is made by the human, showing his thought, feeling, and emotion. Therefore, it is obvious that joy, passion, and effort within writing process are exposed naturally in the product of writing. They are not divided; exist as an organism, being considered simultaneously.
Process-oriented approach and product-oriented approach are not necessarily compatible. Each of them has strong points and weak points, of which we, writing teachers, should be aware. Product-driven approach is a traditional one. Process writing gives students more freedom within the task. While product writing focuses on the layout, style, and grammar, process approach promote the development of language use through various activities like brainstorming and group discussion. One cannot be always right or wrong. We should balance these two depending on each class, the focus of the lesson, and eventually the learning of the students.
Although the process-based approach has emerged from a limitation of the product-based approach where an end result is highly focused over means, two approaches are not mutually exclusive. Rather, by skillfully incorporating the processes of writing into the conventional product-based practice, a teacher can help maximize the effects of writing. The product-based approach can help the students be equipped with structural, organizational knowledge. In contrast, the process-based approach reflects what a writer goes through when writing, e.g.,idea developing, drafting, and revising. What I take from the process-based approach is a revision process. As Flower and Hays (1977, 1981) asserts, writing is recursive. Writer can use this revision process to develop their ideas, not just polish their writing” (Sommers,1982, 1994, as cited in Tompkins, 2008). This monitoring process coupled with collaboration through feedback will help students develop an awareness of the fact that writing is an ongoing process.
Nunan (1999) clearly states how very different this 'process' approach is from the traditional product-oriented approach. Whereas the product approach focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models, the process approach focuses on the steps involved in creating a piece of work. The primary goal of product writing is an error-free coherent text. Process writing allows for the fact that no text can be perfect, but that a writer will get closer to perfection by producing, reflecting on, discussing and reworking successive drafts of a text. I can not say which one is correct or wrong. I think using aspects of both approaches may be the most effective writing and those approaches depends on students and classes.
Learners want to learn what and how. As second language learners they already have so many physical, mental obstacles to overcome. Pushing them produce the final outcome doesn't help them because they could be in chaos without any guidance. When teaching the writing process, it will take several class time to let learners swim in the process naturally so teachers should help learners experience every step with fulfillment. It will help learners internalize all steps and gain confidence. Tompkins (2008) gives me, as a EFL learner, a clear map to follow making me feel that writing in English may not be that difficult. Also product itself stimulates another writing giving learners pride. So product should be published in any way, like putting on the class wall or making a class book, making learners feel proud and get motivation.
Because each approach is necessary to teach writing depending on the type of class. 'Product-oriented approach' is teacher-centered so mainly focuses on mechanical aspects such as grammar, structure, and vocabulary, which are taught by teachers. That's why this approach is useful when teaching students specific basic element knowledge of language. But 'process-oriented approach' is student-centered so mostly emphasizes writing itself, writer's internal process, which needs interactive feedback. This approach is appropriate to use in writing class when students are in the development of language such as prewriting, drafting, revising, and editing. Even though each approach is quite different and have nothing in common, they are in a complementary relationship in teaching language. Therefore, second language writing teachers keep that in mind and need to balance two approaches according to the type of class.
“The writing process is a way of looking at writing instruction in which the emphasis is shifted from children’s finished products to what they think and do as they write” (p.6). It is trying writing to be important to novice writers. Writing a good composition is not important to them. They will practice writing continuously and see their improvement in writing. Teachers should not focus on the writing products.
There are many writing approaches to use in the classroom. A product writing is conventional to learn some of techniques for writing, mimicking some of the models. Whereas the process writing needs cooperation to be accomplished. Belonging to a group to cooperate for the writing, The student can be a writer and a reader. Those writing approaches are incompatible. Because what to be the best use depends on the situation. Only, we will have to consider lots of factors to influence on teaching of writing, target teaching level, what is it for,(goals, aim) and type of learners(preference), the text types to be studied and so forth. Personally I like exchanging of draft before completed. Whatever we use, it could give a chance to think of reader position and writer both.
We all seem to agree that balancing product and process is importnat, otherwise there will be large gaps left in students knowledge whether in the area of mechanical skillls, or in the areas of how to use different strategies to become proficient writers. A lot of English teachers (L1 and L2) used to get focused on product and mechanics, forgetting that the process of getting there is equally important!
Writing requires time and skills. For second language learners, there are so many concerns when it comes to acquiring in depth knowledge of the language. Since it is not originally theirs, problems with vocabulary, grammar and spelling should be addressed well. ESL students are all like babies learning something so new. So if you have to make them imitate model text, then do so. However, you should also let them explore and learn something on their own. Therefore, the process and the product should be balanced not only to achieve the best result but also to be efficient and effective on teaching second language writing. This will make each one of them really learn and retain the things inside their memory
ReplyDeleteIf the students are approached by the product-oriented approach only, they can develop their lexical skills of their compositions, but they need a teacher who can give them feedback about their grammatical mistakes. The students end up relying on the teacher and cannot extend their imaginations widely independently. Therefore, leading the students to think about a topic freely by following the specific writing process should not be taken for granted. At the same time, the teachers need to support the students to produce their writings with fully acquired grammar knowledge, too. That is why it is important to balance product and process teaching when teaching second language writing.
ReplyDeleteIn the product-oriented approach, students are required to meet some writing standards, focus on the accurate grammar and vocabulary. The final product is the most important thing. In contrast, in the process-oriented approach, it literally concentrates on the writing process. While writing, writers have time to understand their own writing process and to revise their product. Also, they get help from a teacher and classmates. There is a tendency that the process-oriented approach is emphasized. However, the final product is eventually the ultimate goal; it is the reason that we go through the process of prewriting, drafting, revising, and editing(Brown, 2001). Therefore it is crucial for the writing instructors to balance process and product in teaching writing.
ReplyDeleteI discorvered that there would be many possibilites of frustration from disparity between the realistices which the actual teaching situation and the original vision of the product what teacher intended to perform through chapters 1 and 2.
ReplyDeleteThe realities of their teaching situation many times do not match thier original vision of their teaching product.
For instance, there might be the limitations of what they may face in their class such as the diffrences of students' proficiency in literacy and thier cultural backgraond, time schedules, arrangement of physical space, varying teaching resources, ect.
Without the prediction of possible disparity, they could easily lose track of thier vision of the product, ultimately their teaching process also could be frustrated by the lack of balance between the product and process.
So It is very crucial to predict and to reconcile their vision of the product with the realities of thier teaching situation by negotiating thier envisioned product with the needs of their studnets and the demands of their school system.
The product approach is a traditional approach to teaching writing in which students typically are provided a model and encouraged to mimic it in order to produce a similar product.
ReplyDeleteThe process approach focuses more on the process of getting to the product, by using techniques such as brainstorming, exploring ideas, peer editing, and rewriting.
While the process approach has many benefits, legal writing is a formalized and convention-laden form of writing. The process approach was born in an era of change in which conventions were challenged and reliance on form and conventions, questioned. Using aspects of both models may be the most effective approach in teaching legal writing.
We all desire to write well and at the same time feel fear. Then, what helps and leads toward right direction is writing process. It usually consists of five stages, which is closely connected and results in a great writing. This is so similar that how cook the ingredients decide the flavor of food. Generating various ideas, organizing them well knitted, and constructing it for easy understanding is like preparing fresh ingredients, making them suitable for cook, and cooking with proper recipe. In so doing, one completed writing starts having its own power, so it should be assessed correctly. This is because appropriate assessment and suggestion toward a product make a writer modify his or her writing process to optimize it for oneself. Not only this, but also one of the most important thing we should remember is that writing is made by the human, showing his thought, feeling, and emotion. Therefore, it is obvious that joy, passion, and effort within writing process are exposed naturally in the product of writing. They are not divided; exist as an organism, being considered simultaneously.
ReplyDeleteProcess-oriented approach and product-oriented approach are not necessarily compatible. Each of them has strong points and weak points, of which we, writing teachers, should be aware. Product-driven approach is a traditional one. Process writing gives students more freedom within the task. While product writing focuses on the layout, style, and grammar, process approach promote the development of language use through various activities like brainstorming and group discussion. One cannot be always right or wrong. We should balance these two depending on each class, the focus of the lesson, and eventually the learning of the students.
ReplyDeleteAlthough the process-based approach has emerged from a limitation of the product-based approach where an end result is highly focused over means, two approaches are not mutually exclusive. Rather, by skillfully incorporating the processes of writing into the conventional product-based practice, a teacher can help maximize the effects of writing. The product-based approach can help the students be equipped with structural, organizational knowledge. In contrast, the process-based approach reflects what a writer goes through when writing, e.g.,idea developing, drafting, and revising. What I take from the process-based approach is a revision process. As Flower and Hays (1977, 1981) asserts, writing is recursive. Writer can use this revision process to develop their ideas, not just polish their writing” (Sommers,1982, 1994, as cited in Tompkins, 2008). This monitoring process coupled with collaboration through feedback will help students develop an awareness of the fact that writing is an ongoing process.
ReplyDeleteNunan (1999) clearly states how very different this 'process' approach is from the traditional product-oriented approach. Whereas the product approach focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models, the process approach focuses on the steps involved in creating a piece of work. The primary goal of product writing is an error-free coherent text. Process writing allows for the fact that no text can be perfect, but that a writer will get closer to perfection by producing, reflecting on, discussing and reworking successive drafts of a text. I can not say which one is correct or wrong. I think using aspects of both approaches may be the most effective writing and those approaches depends on students and classes.
ReplyDeleteLearners want to learn what and how. As second language learners they already have so many physical, mental obstacles to overcome. Pushing them produce the final outcome doesn't help them because they could be in chaos without any guidance. When teaching the writing process, it will take several class time to let learners swim in the process naturally so teachers should help learners experience every step with fulfillment. It will help learners internalize all steps and gain confidence. Tompkins (2008) gives me, as a EFL learner, a clear map to follow making me feel that writing in English may not be that difficult. Also product itself stimulates another writing giving learners pride. So product should be published in any way, like putting on the class wall or making a class book, making learners feel proud and get motivation.
ReplyDeleteBecause each approach is necessary to teach writing depending on the type of class.
ReplyDelete'Product-oriented approach' is teacher-centered so mainly focuses on mechanical aspects such as grammar, structure, and vocabulary, which are taught by teachers. That's why this approach is useful when teaching students specific basic element knowledge of language.
But 'process-oriented approach' is student-centered so mostly emphasizes writing itself, writer's internal process, which needs interactive feedback. This approach is appropriate to use in writing class when students are in the development of language such as prewriting, drafting, revising, and editing.
Even though each approach is quite different and have nothing in common, they are in a complementary relationship in teaching language.
Therefore, second language writing teachers keep that in mind and need to balance two approaches according to the type of class.
“The writing process is a way of looking at writing instruction in which the emphasis is shifted from children’s finished products to what they think and do as they write” (p.6).
ReplyDeleteIt is trying writing to be important to novice writers. Writing a good composition is not important to them. They will practice writing continuously and see their improvement in writing. Teachers should not focus on the writing products.
This comment has been removed by the author.
ReplyDeleteThere are many writing approaches to use in the classroom. A product writing is conventional to learn some of techniques for writing, mimicking some of the models. Whereas the process writing needs cooperation to be accomplished. Belonging to a group to cooperate for the writing, The student can be a writer and a reader. Those writing approaches are incompatible. Because what to be the best use depends on the situation. Only, we will have to consider lots of factors to influence on teaching of writing, target teaching level, what is it for,(goals, aim) and type of learners(preference), the text types to be studied and so forth. Personally I like exchanging of draft before completed. Whatever we use, it could give a chance to think of reader position and writer both.
ReplyDeleteWe all seem to agree that balancing product and process is importnat, otherwise there will be large gaps left in students knowledge whether in the area of mechanical skillls, or in the areas of how to use different strategies to become proficient writers. A lot of English teachers (L1 and L2) used to get focused on product and mechanics, forgetting that the process of getting there is equally important!
ReplyDelete