Escolar Documentos
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Cultura Documentos
Stage 6:
Stage 4: Stage 5:
Editing
Writing first drafts Peer Feedback-
Improvements are
In pairs or groups Drafts are
made based on
exchanged
peer feed-back
Stage 7: Stage 8:
Final draft is written Evaluation &
Teachers Feedback
Applying Process Approach in
Classroom
Give students
some time to start
brainstorming
Asks students Encourage a
to do a lot of variety of
writing prewriting &
planning
Assign student to strategies
Precautions Schedule brief
peer groups for to face
focused feedback conferences
or drafts for discussions
Practice Encourage
Formative questions from
assessment students
Differences between Product & Process
Text as a Approach
resource Initiate model
for text
compariso
n
Ideas as Approach to
starting Organisatio
teach
point n of ideas
writing
Process Produc
Writing t
Contains Writing
Collaborativ various Individua
e steps for l
application
Emphasis Emphasi
on creative s on end
process product
Genre
Approach
Abstract, Emphasizes
socially the
recognized teaching of
ways of using Genre particular
language Approach genre
according
to students
Focus on need
conventions Emphasizes
that a piece of more on the
writing needs reader
Comparison of Genre and Process
Writing is a Orientations Writing a
thinking social
process activity
Emphasis Emphasis
Approach to
on on reader
teach
creative expectatio
writing
writer Process Genre ns
Makes Writing Writing Makes
processes Contains textual
of writing various conventions
transparent steps for transparent
application
Overlooke Over
d L2 -attention
language on written
difficulties products
Genre: What Teachers Think
Heather Kay and Tony Dudley-Evans
Genre: Definitions and
Examples
A staged, goal-
oriented, purposeful
Martin (1984)
activity in which
speakers engage as
members of our
culture
Comprises a class of
Swales (1990) Definitions of Genre communicative events
A communicative
purpose which brings
Martin & any genre into being,
Swales shaping the
schematic or
beginning middle
Genre-based Teaching
Approaches
Giving students
Discover how
writers organize Benefits sense of security
by offering them
texts
models as guide
Application of
genre based
activities, e.g:
Role play, gap
filling and
reordering
Teaching Literacy through Writing
Kamehameha Schools
Writing Process Today
Grammatical
changes and
conventional
editing occur
during the revision
or editing stage Writers were
Holistic process
that Characteris given to plan,
emphasizes the tics of the draft, edit
actual process and revise
Writing their work
of writing
Process
Enables and Students will be
encourages taught review and
new ideas revise several
drafts
Logical steps of The Writing
Process
Pre Writing Drafting & Sharing &
Getting ready to Revising Responding
write Write and refine Share work to
Decide on a topic paragraphs gain feedback
Brainstorm Focus on Peer Editing
Organise Ideas communication Writing
of meaning Workshops
Publishing
Revising &
Celebrate and
Editing
Revise Content showcase finished
Proofread for products
Build confidence
writing
in students as
conventions
Text writers
Existing Research about the Writing
Process
Given opportunity
Effective way to to share their work
teach students to through writing
be good writers workshops & peer
writing
Advantages
Writing is
Skilled writers recursive, which
spend more time allows writers to
organising and revise their work
planning their continually
writing
Allows writers to
Access take into account
information that new ideas and
will enhance thoughts and
writing incorporate into
writing
Difference between Process and Genre
Approach
Use computers in at
least one stage of
writing process
Expose students Pre-Writing
to: Exercises
Planning How Writing Teachers talk to
Defining the Process help students
audience and beforehand on
purpose
Learners
what they
Using outside Achieve planned to write
resources Higher Ask students to
Composing more Scores visibly planned
than one draft out their writing
Save students work
in portfolio
Genre-Based Approach To
Teach Writing
Miyoun (Sophia) Kim
Difference between Process and Genre
Approach
Process
Approach
Prior knowledge
Provides an formed will
understanding make it easier
why for students to
communication produce
is the way it is acceptable
structures in
writing
The Problems of the Genre Approach to
Teaching
Underestimates
the skills
required to
produce one
content More suitable
for beginners
Learners
attitude will be Problems
largely passive
due to many
input given by
teacher Limiting
creativity
Neglect
learners self-
sufficiency
Comparative Analysis of Process Versus Product
Approach of Teaching Writing in Malaysian Schools
Sarala@Thulasi A/P Palapanadan, Abdul Rahim bin Salam and
Fauziah Bte Ismail
Comparisons of Process and Product
Approach
Differences
Process Product
Approach Approach
Focus more on Focus on the
process of linguistic
writing rather accuracy in the
than end end product
product Text as a
Text as a resource for
resource for imitation
comparison Focus on
Focused on organisation of
purpose and ideas and writer
reader is is emphasised
emphasised
Collaborative Individual
Dilemma on Methods
Important to Merge
provide input to Solution brainstorming and
students to planning stages in
generate
s
process and
meaningful product approach
learning
Provide sufficient
support for learners
to identify the
purpose and social
context of a text