WRITING SEQUENCES

1. PRODUCT APPROACH

 Definition

 -A product approach is a traditional approach, in which students are encouraged to mimic

a model text, which is usually presented and analyzed at an early stage. (Gabrielatos,

2000)

- product approach in which the focus is on form, is a traditional, text-based approach

which is still used in many materials today. focused on the appropriate use of

vocabulary, syntax, and cohesive devices.

In a typical product approach-oriented classroom, students are supplied with a standard

sample of text and they are expected to follow the standard to construct a new piece of

writing.

 Stages

Product Approach consists of four stages.

Stage one

(Familiarization) is the stage where students study model texts and then the features of the genre

are highlighted. For example, if studying a formal letter, students‘ attention may be drawn to the

importance of paragraphing and the language used to make formal requests.

Analyze the model text explicitly by leading discussions and activities where students identify

the following key qualities of the model:

 How did the author organize the content?

 What kinds of words and phrases do they use effectively?

 How do they transition between ideas?

Stage two

(Controlled writing): This stage consists of controlled practice of the highlighted features,

usually in isolation. If students are studying a formal letter, they may be asked to practice the

language used to make formal requests.

Stage three (Guided writing): This is the most important stage where the ideas are organized. The

organization of ideas is more important than the ideas themselves and as important as the control

of language.

Encourage students to imitate and apply the model text in their own draft to ensure that they:

 Outline writing using the model structure.

 Compose sections using vivid phrases and words learned from the model.

 Practice smooth transitions based on examples.

Stage four (Free writing) is the end product of the learning process. In this final step, students

individually produce the final product by using the skills, structures and vocabulary they have

been taught.
 2. PROCESS APPROACH

 Definition

Process Writing is an approach to teaching writing that allows the teacher and the students to go

through the process of producing a text together. In process writing, students have the chance to

think about what they are going to write, produce drafts, revise, edit, and give and receive

feedback on their work before coming up with the final version of the text. A process approach

to writing contrasts with a product approach, where the main idea is to reproduce a model text.

 Stages

A typical sequence of activities used in a process-oriented lesson could proceed as follows:

Stage one (Brainstorming): This is generating ideas by brainstorming and discussion. Students

could be discussing the qualities needed to do a certain job. the learners work together in groups

to generate ideas about a particular topic. As little as 5 minutes can be effective. generating a

series of questions they have, or think their readers will have about their topic.

Stage two (Planning/Structuring): Students exchange ideas into note form and judge quality and

usefulness of the ideas. This could include sharing the free-writing piece described above,

brainstorming, making a list or timeline, or simply reflecting on an experience. concentrating on

getting ideas down on paper, without worrying about spelling or grammar. They encourage each

other with constructive comments and questions as they seek better understanding of what each

other is trying to write. They might discuss the purpose of the writing, what the author learned or

hopes others will learn, and what the reader likes best or has trouble with
Stage three (Mind mapping): Students organize ideas into a mind map, spidergram, or linear

form. This stage helps to make the hierarchical relationship of ideas which helps students with

the structure of their texts.

Stage four (Writing the first draft): Students write the first draft. This is done in the class

frequently in pairs or groups.

Stage five (Peer feedback): Drafts are exchanged, so that students become the readers of each

others work. By responding as readers students develop awareness of the fact that a writer is

producing something to be read by someone else and thus they can improve their own drafts.

Prepare some guidelines for peer responders, so that they can look for specific textual features,

and ask them to provide written feedback to the student authors.

Stage six (Editing): Drafts are returned and improvements are made based upon peer feedback.

editing can begin as the focus moves to spelling, grammar, punctuation, transition words (first,

next), and signal words (for example, another reason is . . . ). Learners should be encouraged to

edit what they know or have studied. A checklist can help them focus on specific points. They

should use each other and the teacher as resources, in addition to the dictionary and grammar

books

Stage seven (Final draft): A final draft is written.

Stage eight (Evaluation and teachers’ feedback): Students’ writings are evaluated and teachers

provide a feedback on it. Teacher sometimes try to read some student texts as a “real” reader,

responding to content without seeking to correct it.

3. GENRE APPROACH

 Definition
Genre approach is considered to be new and there are strong similarities with product approach

(Harmer 2007)

Paltridge (2004) explains that genre approach to teaching writing focuses on teaching particular

genres such as essays, assignments, and other pieces of writing that students need to be able to

produce in academic settings. This might include a focus on language and discourse features of

the texts, as well as the context in which the text is produced.

.Thoreau (2006) simply states that genre in writing or genre writing is a kind or type of writing in

which it has a typical style, particular target of readers, and a specific purpose. Referring to

Thoreau’s statement, it could be said that genre covers three main aspects namely writing style,

readers, and goal (goal oriented).

Stages:

Derewianka (1990), Hammond and her colleagues (1992) further developed it into four

recursive stages:

Stage 1: Preparing or building knowledge of the field - learners are provided with background

content knowledge so that they can carry the task and achieve the goals.

In the initial stage learners are provided with background content knowledge so that they can

carry the task and achieve the goals.

Stage 2: Modelling of text - learners are introduced models with whole language in context. The

teacher explicitly states the purpose of the modeled text, its generic structure and language

features to foster an understanding of the language style and the social function of the genre.

In modeling a text, there are four practical steps which must be implemented during the teaching

and learning process.

The four practical steps are:

a) The teacher chooses a certain type of genre writing in order to develop the classroom

activities. In this case, type of genre must match with the students needs and market needs where

they will work later on.

b) The teacher and the students discuss the text genre by modeling and deconstruction or even

manipulating the text.

c) The students are directed and situated in order to know and understand the function of the text,

the communicative purpose of the text. Take for example the genre procedure writing-the

function of procedure and the purpose of writing procedure.

d) The students then, study the vocabulary usages of a certain genre procedure, grammatical or

structural patterns of procedure, and then the students practice the procedure if necessary.

Stage 3: Joint-construction of the text - teacher and students work collaboratively to produce a

text reduplicating the model.

In joint construction stage, the students start to do something more practical and operational

dealing with writing. However, their work of genre writing is not writing at all because they

modify and manipulate the text given. The students are still guided and helped by the teacher

before they become really independent writer of a certain genre taught and learned. As a matter

of fact, there are three practical steps how join construction stage is developed and implemented.

a) The students reconstruct the certain genre writing given. In this case, the student may revise

and paraphrase the vocabulary usage, the grammatical patterns, and textual devices if necessary

by their own words.

b) The teacher continuously guides the students to discuss and order the students to remember so

that they really understand well about the genre type given.
c) Before going forward to stage three, the independent construction of a text., stage modeling

text and joint construction are important to review.

Stage 4: Independent construction of the text - learners work on their own independently to

produce their texts.

Independent construction of a text:By having prior understanding and experiences of stage one

and stage two, the students are ordered to write a certain type of genre as what they have learned

before. The student write a given genre type independently. In this case, the teacher must be sure

that the students really understand the features of a certain genre such as the communicative

purpose, structure element of the text, grammatical patterns usage, relevant vocabulary usage,

and textual devices as well.

Nunan and Lamb (1996) describes these four stages as follows. In the initial stage learners are

provided with background content knowledge so that they can carry the task and achieve the

goals. In the second stage, learners are introduced models with whole language in context. The

teacher explicitly states the purpose of the modeled text, its generic structure and language

features to foster an understanding of the language style and the social function of the genre. In

the third stage, teacher and students work collaboratively to produce a text reduplicating the

model. In the final one, learners work on their own independently to produce their texts. The

teaching-learning cycle is “an interactive process of contextualization, analysis, discussion and

joint negotiation of texts”

 The product approach The process approach

The starting point is often the analysis of a A model text may be introduced after students

model text. have first written something of their own.

Lack of creativity and personalisation  Encourage students to create and elicit

their own language, background knowledge

and ideas.

The focus is on what writers produce. The focus is on what writers do.

With this approach, emphasis is placed on the the process writing represents a shift in

finished piece of writing rather than the stages emphasis in teaching writing from the product

used to create it. The primary goal of this of writing activities (the finished text) to ways

approach is to enable the writer to create a in which text can be developed: from concern

well-structured, coherent, and grammatically with questions such as ‘what have you

correct written piece. written?’, ‘what grade is it worth?’ to ‘how

(the finished text) will you write it?’, ‘how can it be improved?

Much of the writing process is left to students. Each stage of the writing process is trained by

Students can not know how to write the teachers through tasks.

independently because lack of writing skills. Emphasis on the full of skills in writing

(brainstorming, drafting, review, and editing.)

The product approach The process approach

Writing is done alone. Writing is a collaborative process.

 Work is evaluated by the teacher. Work is evaluated and re-evaluated by

wrriters themselves, peers and the teachers.

Focus on the appropriate use of vocabulary, Writing moves naturally from invention to

grammar. convention.

Students can avoid spelling, grammatical Focus on ideas in writing first, spelling and

mistakes. grammatical mistakes are dealt with later.

Time-saving Could be time-consuming with large classes.

Easier to teach. Harder to teach because teachers may not

provide learners with adequate linguistic

knowledge.

**Genre Approach Writing Lesson: Writing an Email**

Stage 1: Building Knowledge of the Field

1. Discuss the purpose of emails:

- Email is used for many different purposes, including contacting friends, communicating

with professors and supervisors, requesting information, and applying for jobs,

internships, and scholarships.

2. Explore different types of emails (formal, informal, business, personal) and their

characteristics.

Stage 2: Modeling of Text

1. Model Email: Present a model email on a familiar topic.

2. Interactive Analysis: Collaboratively analyze the model. Discuss the tone, language choices,

and overall structure, then highlight key elements such as the subject line, greeting, body content,

and closing.

3. Grammar and Style: Discuss the use of appropriate grammar, vocabulary, and style in email

writing.

Stage 3: Joint-construction of the Text

1. Choose a relevant and engaging topic for the email (e.g., inviting a friend to an event).

2. Brainstorming: Collect ideas from students on what information should be included in each

section of the email.

3. Drafting: Write the email collaboratively, allowing students to contribute own ideas and

phrases.

4. Peer check: Review the jointly constructed email as a class. Discuss what works well and

areas for improvement.

**Conclusion:** This genre approach writing lesson guides students through the stages of

understanding, modeling, joint-construction, and independent construction of an email. The

emphasis is on collaboration, analysis, and practical application of email writing skills.

Stage Description Strategies

Prewriting A phrase that writers brainstorm Drawing/ Listing/ Graphic organize/

and discuss ideas Brainstorming/ Research

Drafting The process of putting ideas dơn Taling notes

 on paper. The focus is on content Outlining

not mechanics.

Writing a first draft

Revising The process of refining the piece

of writing. The writer adds to a

writing p