Academic writing is both a process and a product

discuss writing as a process and product

However, even brief 5 minutes conferences with students can reap huge rewards in their writing. Stage 6 Drafts are returned and improvements are made based upon peer feedback.

The aim is to achieve the best product possible.

Academic writing as a product pdf

Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows; Stage 1 Generating ideas by brainstorming and discussion. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language. All this is done through the teacher providing feedback to the student as well as dealing with any questions and or concerns the student may have with their paper. 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. This stage helps to make the hierarchical relationship of ideas more immediately obvious, which helps students with the structure of their texts. Stage 6 Drafts are returned and improvements are made based upon peer feedback. These two approaches see writing as a process or as a product. This is done in class and frequently in pairs or groups.

They are not curbed by pre-emptive teaching of lexical or grammatical items. Students could be discussing qualities needed to do a certain job, or giving reasons as to why people take drugs or gamble. A product approach This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage.

This is especially true for ESL students who lack the mastery of the language while also often having different perspectives on what academic dishonesty is.

Process writing

Such an approach can have any number of stages, though a typical sequence of activities could proceed as follows; Stage 1 Generating ideas by brainstorming and discussion. This stage is very important. For immature writers, this is an intimidating learning experience. Stage 2 This consists of controlled practice of the highlighted features, usually in isolation. This is done in class and frequently in pairs or groups. They are not curbed by pre-emptive teaching of lexical or grammatical items. By responding as readers, students develop an awareness of the fact that a writer is producing something to be read by someone else, and thus can improve their own drafts. This is especially true for ESL students who lack the mastery of the language while also often having different perspectives on what academic dishonesty is. The teacher may be available for one-on-one support but this was not necessarily embedded in the learning experience. In writing pedagogy, there are at least two major ways of seeing writing. Those who favour this approach believe that the organisation of ideas is more important than the ideas themselves and as important as the control of language. Students extend ideas into note form, and judge quality and usefulness of ideas.

A process approach Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, re-writing. This stage is very important.

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Writing as a Process or Product