Approaches to Writing in EFL/ESL Context: Balancing

Product and Process in Writing Class at Tertiary

Level.
Md. Kamrul Hasan & Mohd. Moniruzzaman Akhand

Introduction.
The majority of careers at universities like, Science and Engineering, Bachelor of
Business Administration and most of them are exposed to English in a limited way per
week. Moreover, it can be added here that the medium of instruction in all private
universities is English. They study and write English; Most of the times they translate
texts and for that reason their understanding of the texts and writing skills are not worth
mention.

Product approach: It is the traditional way, it means that the student follow a
pattern, for example in a product approach classroom the teacher gives a structure and
students must follow it but creating a new product.
The product approach consists of four stages:
Stage one: Students study the model text and after that, they pain attention on the genre
and the features, for example, in a letter. A student gives more importance to the
technique used, also in the vocabulary in order to adopt a way to follow.
Stage two: In this stage the student control the technique, for example in a letter the
student is asked about the structure like I would be grateful if you would.
Stage three: In this stage the ideas are organized, in this stage is very important the
control of language, also the organization of the text is more important than the opinions
or ideas of the writer.
Stage four: In this stage the student will choose between two works, the students use
skills, structures and vocabulary in order to show their fluency and competency.
Process approach: This process is more focused on varied activities in classroom and
with this kind of activities the language is developed. The process approach comprises
eight activities:
Brainstorming: It means to generate ideas by brainstorming and discussing in class.

In this brainstorming activity, the left hand side presents the arguments of the topic
while the right hand side presents the arguments against the topic.
Planning/Structuring: Students exchange ideas into note form and judge quality and
usefulness of the ideas.
Mind mapping: Students put in order their ideas by making a mind map, spidergram or
linear form. This activity allows organizing the ideas in a hierarchical order.

Writing the first draft: Students write the first draft, this is done in class and frequently
in groups.
Peer feedback: Drafts are exchanged,