FEATURES

A traditional approachLearners imitates, copies and transforms teacher supplied models.It focuses on the steps involved in creating a piece of work.

STAGES OF TEACHING

Stage 1 : Model texts are read, and then the features of the genre are highlighted.Stage 2 : Controlled practiceStage 3 : Organization of ideasStage 4 : End result

ACTIVITIESSentence-level writingParagraph-level organizationFormal letter

STRENGTHSEasy to use with large classesEasier to grade because emphasis is on formUseful approach when form is important

WEAKNESSES

Has no practical applicationsResulted in 'mindless' copies of a particular organizational plan or styleDevalues the learners potential, both linguistic and personalDoes not teach how to write independentlyDoes not teach how to thinkDoes not make writing a manageable and intentional activityLimits creativity

PRODUCT APPROACH

P R O C E S S A P P R O A C H

ST A G ES O F TEA C H IN G1 . P rew riti n g : Se le cti n g a to p ic a nd p lan n in g w ha t to sa y

2 . W riti n g : p utti n g a d ra ft ve rsio n o n pap e r

3 . R ev is in g : m a kin g ch an ge s to im p ro ve th e w riti n g

4 . Eva lua ti on : asse ssm e n t o f th e w ritt e n w o rk

W E A K N E SS ES

> C o u ld b e ti m e -

co n su m in g w ith

la rge c la sse s.> Te ach e rs

m ay n o t h a ve

en o u gh ti m e to

sch ed u le in d iv id u a l

w riti n g co n fe re n ce s

in la rge c la sse s.

> Lo ts o f g ra d in g fo r

th e te ach e r> Le arn ers w h o

a re u n u se d to

p ro ce ss w riti n g w ill

v ie w rev is io n a s a

s ign o f fa ilu re

S T R E N G TH S

> E n co u ra ge s stu d e n ts to

co m m u n ica te th e ir o w n

w ritt e n m e ssage s.

> C o m m u n ica ti o n o f th e

m e ssage is p aram o u n t

a n d th e re fo re th e

d e ve lo p in g , b u t in a ccu ra te

a tt e m p ts a t h a n d w riti n g ,

sp e llin g , a n d g ra m m ar

a re a cce p te d .> Th e se sk ills a re

fu rth e r d e ve lo p ed in

in d iv id u a l a n d sm a ll g ro u p

co n fe re n ce in te rv ie w s.

> W riti n g m o ve s n atu ra lly

fro m in ve n ti o n to

co n ve n ti o n . > C la ssm a te s a n d

o th e rs, in c lu d in g th e

te ach e r, re sp o n d to

d ra ft s

C O N C E R N

- T h e p ro ce ss o f h o w id e as are d e ve lo p e d an d fo rm u late d in

w riti n g

- Fo cu sed o n th e ste p s/p ro ce ss o f w riti n g

A P P LIC A T IO N IN T H E CLA SSR O O M

1 . P rew riti n g :G ro u p bra in storm in g o n a g iven to p ic

(stud en ts w ork co o pe ra ti v e ly a nd w rite d ow n a ll th e id e as th at co m e to m in d in co nn ecti o n w ith a top ic)

2 .W riti ng : C o lla bo ra ti ve w riti n g (stud ents w o rk to ge th er to w rite a p rev io usly agreed text)

3 . R e vis io n :P eer ed iti ng (stud en ts e xcha n ge th e ir fi rst d ra ft s o f a text an d po in t o ut ch a ng es

w h ich are n eed ed to h e lp th e read er)

4 . W h o le class d iscu ss ion :o f h o w a p a rti cu la r text m ight n e ed a d justm en t acco rd in g to th e au d ien ce it is

ad dresse d to

5 . Eva lu a ti o n : N e go ti ated fe edb ack in w h ich th e lea rn er d ec id es th e fo cu s o f th e g iv en e va lu ati o n

T E A C H E R 'S R O LE

> A s a fa cilita to r

> S itti n g w ith in d iv id u a ls to d iscu ss w h e re

ch a n ge s in th e ir te xt are n e ed e d an d

h o w th e y can m o st

e ff e cti ve ly b e m ad e .

S T U D E N T 'S R O LE

> ta ke s re sp o n sib ility

fo r th e co n te n t a n d

o rga n isati o n o f th e ir w o rk

GENRE APPROACH