Teaching of Composition

Bien Niño H. ManaloMaria Katherine S. Gariguez

MAT –E GMT

The PRODUCT APPROACH IN WRITING was flourished during the audio-lingual era.

Audio-Lingual Theory

Product approach in writing according to SILVA 1990..

Product/ Text based approaches as mainly concerned with

knowledge about the structure of language and writing development as mainly the result of imitation of input in the form of texts provided by the teacher. (Atkinson, D. 2000)

www.csuchico.eduemphasizes mechanical aspects of writing, primarily concerned with "correctness" and form of the final product.  

largely concern the forms of the written products that students compose

focuses on the production of the final result (Mei-Yun Ko, Tzu-Fu Wang 2008/09)

focuses on writing tasks in which the learner imitates, copies and transforms teacher supplied models (David Nunan 1999)

Familiarization/ analysis of target text

Controlled writing

Guided writing

Free writing

Students

•write an essay imitating a given pattern

•concerned primarily with the correctness with regard to grammar and syntax

•concerned with the final output that they will make

•focusing on duplicating a model of the text and concentrating on correctness of syntax (Pincas 1982)

Teachers

•arbiter of the models (Brakus 2003)

•guide/facilitate the students’ writing process

Strength

•Proponents state that it enhances students’ writingproficiency.

Weakness

•devalues “the learners’ potential, both linguistic and personal (Prodromou 1995)

sentence-level writing and paragraph-level organization

Formal letters and postcards