Continuation (Week 3): Process and Genre Approach
Last
lesson, Dr. Ikhlas introduced the product approach of writing and further
explained to us on how the approach work. Today, she introduced another 2
approaches which is the process approach and genre approach. For most of us
(UPM students), we are very familiar with the process approach is you had taken
the LAX courses before!
"Process-oriented approaches concern the
process of how ideas are developed and formulated in writing. "
Retrieved from:
http://www.csuchico.edu/~gthurgood/232/043_processAndProduct.pdf
"Process approaches to writing tend to
focus more on the varied classroom activities which promote the development of
language use: brainstorming, group discussion, re-writing. Such an approach can
have any number of stages, though a typical sequence of activities could
proceed ;" Retrieved
from https://www.teachingenglish.org.uk/article/product-process-writing-a-comparison
The British Council website also further provide steps on how it is conducted:
Stage 1
Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas.
Generating ideas by brainstorming and discussion. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas.
Stage 2
Students extend ideas into note form, and judge quality and usefulness of ideas.
Students extend ideas into note form, and judge quality and usefulness of ideas.
Stage 3
Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.
Students organise ideas into a mind map, spidergram, or linear form. This stage helps to make the (hierarchical) relationship of ideas more immediately obvious, which helps students with the structure of their texts.
Stage 4
Students write the first draft. This is done in class and frequently in pairs or groups.
Students write the first draft. This is done in class and frequently in pairs or groups.
Stage 5
Drafts are exchanged, so that students become the readers of each other's work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.
Drafts are exchanged, so that students become the readers of each other's work. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts.
Stage 6
Drafts are returned and improvements are made based upon peer feedback.
Drafts are returned and improvements are made based upon peer feedback.
Stage 7
A final draft is written.
A final draft is written.
Stage 8
Students once again exchange and read each other's work and perhaps even write a response or reply.
Students once again exchange and read each other's work and perhaps even write a response or reply.
If you noticed, it has more stages than the product approach mentioned in the previous blog! Therefore, it is time consuming and it takes lots of steps! Well, there are pros and cons of both approaches.
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