PRODUCT APPROACH IN WRITING

Teaching of Composition

Bien Niño H. ManaloMaria Katherine S. Gariguez

MAT –E GMT

THEORETICAL UNDERPINNING

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

Audio-Lingual Theory

Product approach in writing according to SILVA 1990..

DESCRIPTION OF THE APPROACH

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)

DIFFERENT STAGES IN PRODUCT APPROACH

Familiarization/ analysis of target text

Controlled writing

Guided writing

Free writing

ROLES OF STUDENTS AND TEACHERS

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 AND WEAKNESS OF PRODUCT APPROACH

Strength

•Proponents state that it enhances students’ writingproficiency.

Weakness

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

ACTIVITY APPLICATION sentence-level writing and paragraph-level

organization

Formal letters and postcards