Product Approach and Process Approach and Their Significance to Teaching Writing in TESOL and How They are Utilized in ELT Classes (Published)
The main aim of this article is to focus on the two different kinds of writing approaches in ELT classes and exhibit the differences between the two approaches. The article embarks on identifying both approaches, the product approach and the process approach. The author explains when they became popular besides which approach is currently more fashionable. Besides the author explains what a typical product/process approach writing lesson looks like. It shows a clear diagram of how a process writing isconducted in class with eight different stages. It also explains the four stages of the product approach. This Article also elaborates on how these two approaches are used in class and what each of these approaches focuses on while working on them. The two methods are different than each other the author shows the pros and cons of both approaches and how they are effective in classrooms. In addition, this article shows how other teachers adapted the approaches to fit their teaching conditions. The article later mentions several cognitives and what real writers do, how the real writers compose in real situations and it also shows at what stage of the writing process can teachers help writers. The article also clearly states the aims of both approaches and provides examples of how each approach is used. The author suggests harnessing the needed approach depending on the student’s level in class.
Keywords: ELT classes, Process Approach, TESOL, product approach, writing process approach
Integrating the Writing Process Approach into EFL Writing Instruction in Saudi Arabia (Published)
This study sought to integrate the writing process approach into EFL writing instruction at Hail University, Saudi Arabia. Based on the related literature review as the main source of data collection, it attempted to identify the paragraph writing skills which first year preparatory students lack, pinpoint the writing strategies suitable for those students and provide elements of a framework illustrating how to integrate the writing process approach accompanied with the writing strategies into writing instruction at Hail University. The study is a concept paper adopting the descriptive analytical method. Findings of the related literature review revealed that the paragraph writing skills fall into five main writing categories (content, organization, grammar, vocabulary and mechanics of writing) each with three writing skills. Findings also identified five types writing strategies (cognitive, meta-cognitive, compensation, social and affective) as suitable for students at Hail University. Moreover, the study showed how to integrate the process writing approach and the five writing strategies (cognitive, meta-cognitive, social, affective and compensation) into the three stages of writing: (1) The Pre-writing Stage ,(2) The Writing Stage (drafting, revising and editing) and The Post-writing Stage ( publishing and reflection). Various recommendations and suggestions for further research were provided.
Keywords: Writing Skills, Writing Strategies, writing process approach