PRODUCT APPROACH IN WRITING

MOOC TASK FOUR : STAGES OF PRODUCT APPROACH IN WRITING

NATASHA ZAIREEN BINTI ZUBIR
A148091-TESL/3

1. PRODUCT APPROACH IN WRITING NATASHA ZAIREEN BINTI ZUBIR A148091 TESL/3

2. PRODUCT APPROACH EMPHASIZES GREATLY ON THE END ‘PRODUCT’ OF WRITING PROCESS RATHER THAN THE ACTUAL PROCESS OF WRITING. STUDENTS ARE GIVEN A TEXT MODEL AND ARE EXPECTED TO MIMIC IT, IN TERMS OF STRUCTURE AND ORGANIZATION FOCUSES MORE ON TECHNICAL ASPECTS THAN THE AESTHETICS OF A LANGUAGE

3. PRODUCT APPROACH FOCUSES ON GRAMMATICAL ASPECTS, SYNTACTICAL STRUCTURES AND IMITATING MODELS IS CONCERNED OF ‘CORRECTNESS’ AND THE FORM OF THE FINAL PRODUCT FAILS TO RECOGNIZE THAT EVERY PIECE OF WRITING IS WRITTEN IN ACCORDANCE TO CONTEXT AND AUDIENCE, THAT IT DOES NOT RELY ON TECHNICAL ASPECTS ONLY

4. STAGES IN PRODUCT APPROACH (STEELE, 2004) STAGE ONE : STUDENTS ARE INTRODUCED TO A MODEL TEXT AND STUDY THE IMPORTANT FEATURES OF IT. EXAMPLE : FORMAT (FOR FORMAL LETTERS), FORMALITY AND PARAGRAPHING THEY ALSO PAY CLOSE ATTENTION TO TECHNIQUES THAT MAKE BETTER STORY-TELLING, IF THEY ARE STUDYING NARRATIVE/DESCRIPTIVE WRITINGS.

5. STAGES IN PRODUCT APPROACH (STEELE, 2004) STAGE TWO: HERE, THE STUDENTS PRACTISE HIGHLIGHTED FEATURES IN ISOLATION. THEY FOCUS ON A PARTICULAR SET OF TECHNIQUES OR SKILLS REQUIRED TO MASTER A MODEL TEXT. EXAMPLE : IF THEY ARE STUDYING FORMAL LETTERS, THE STUDENTS SHOULD PRACTISE THE FORMALITY IN LANGUAGE USED AS WELL AS THE FORMAT OF THE LETTER. THEY MUST ALSO UNDERSTAND THE CONTEXT OF THE LETTER, WHILE PAYING CLOSE ATTENTION TO GRMMATICAL ASPECTS IN IT.

6. STAGES IN PRODUCT APPROACH (STEELE, 2004) STAGE THREE: THE MAIN CONCEPT HIGHLIGHTED AT THIS STAGE IS ORGANIZATION. THOSE WHO ADHERE TO THIS APPROACH WOULD FIND THAT THE ORGANIZATION OF IDEAS IN FAR MORE IMPORANT THAN THE IDEAS THEMSELVES.

7. STAGES IN PRODUCT APPROACH (STEELE, 2004) STAGE FOUR: IN THE FINAL STAGE, STUDENTS WHO USE THIS APPROCH WOULD TRY TO TEST THEIR SKILLS BY PRODUCING A PIECE OF WRITING BASED ON WHAT THEY HAVE OBTAINED. THEY CAN CHOOSE FROM VARIOUS WRITING TASKS THAT ARE COMPARABLE IN ORDER TO TELL WHETHER THEY ARE COMPETENT USERS OF THE LANGUAGE OR NOT.

8. REFERENCES Md. Kamrul Hasan & Mohd . Moniruzzaman Akhand . 2010. Approaches to Writing in EFL/ESL Context: Balancing Product and Process in Writing Class at Tertiary Level. Journal of NELTA. 12( 15 ):77-88. Steele , V. 2004. Product and process writing. Retrieved on 5th Sept. 2010 from http:// www.englishonline.org.cn/en/teachers/ workshops/teaching-writing/teaching-tips/ product-process.