Analyzing previous literature on the composition writing, I found three major approaches to teaching writing: Product, Process and Genre. Following the product approach, teachers are mostly concerned with the final product of writing, and what that product should “look” like. Also, a good deal of attention is placed on “model” compositions that students would emulate and on how well a student’s final product measured up against a list of criteria that included content, organization, vocabulary use, grammatical use, and mechanical considerations such as spelling and punctuation (Brown, 2001). In the process approach, writing has become a process of natural generation of ideas with focus on meaning and communication that precedes concerns about form and grammar. It allowed students to manage the writing task by breaking it into phases. Students could now focus on topics they cared about and on each phase of the process: pre-writing, drafting, revising, editing, and publishing (Peregoy & Boyle: 1997). In contrast to the process approach, the genre approach views writing as a social and cultural practice. This involves not simply activities in a writing process, but also the purpose of writing, the context where the writing occurs, and the conventions of the target discourse community. In this sense, relevant genre knowledge needs to be taught explicitly in the language classroom (Gao, 2007).
Content of this book:
- Rationale for choosing the writing problem among students.
- Task-based learning model; definition, theoretical bases, models, … etc.
- Writing composition; definition, nature, purposes, types, difficulties, skills needed, approaches and evaluation.
- Brown, H. (2001). Teaching by principles: An interactive approach to language pedagogy. 2nd ed. London: Longman.
- Gao, J. (2007). Teaching writing in Chinese universities: Finding an eclectic approach. Asian EFL Journal, 20 (2). Retrieved Aug. 15, 2007 from http// http://www.Asian-efl-journal.com/may-07/pdf.
- Peregoy, S., & Boyle, F. (1997). Reading, writing, & learning in ESL: A resource book for K-12 teachers. 2nd ed. New York: Longman.
- Willis, J. (1996a). A flexible framework for task-based learning. In J. Willis & D. Willis (Eds.), Challenge and Change in language teaching (pp. 52-63). Oxford: Heinemann.
- Willis, J. (1996b). A framework for task-based learning. London: