1. The Teaching of Writing: Process Versus Product

2. Pedagogical strategies Advantaging or disadvantaging students’ outcomes Advantaging or disadvantaging students’ outcomes Interaction and Risk-taking Interaction and Risk-taking Writing is meaningful rather than error- pinpointing Writing is meaningful rather than error- pinpointing

3. A Review Controlled Composition Controlled CompositionAccuracy Mechanical exercises; substitution, transformation expansion and completion

4. Current Traditional Rhetoric Logical construction of different forms of discourse Logical construction of different forms of discourse Paragraphing; elements Paragraphing; elements Essay development; elements Essay development; elements Patterns; narration, description, exposition and argumentation Patterns; narration, description, exposition and argumentation Writing is perceived as fitting ss to prescribed patterns Writing is perceived as fitting ss to prescribed patterns

5. English For Academic Purposes Genres and the nature of the writing task Genres and the nature of the writing task Discourse Community Discourse Community The writer is pragmatic The writer is pragmatic

6. The Process Approach Writing is not a linear process; it is rather an exploratory recursive and generative process Writing is not a linear process; it is rather an exploratory recursive and generative process Writing is no longer a mechanical process; thinking and conveying meaning through collaborative work Writing is no longer a mechanical process; thinking and conveying meaning through collaborative work Writer is the centre of attention Writer is the centre of attention

7. Product Versus Process Product Approach Product Approach1960s Focus is on usage and grammar, topic sentence, paragraphing and rhetorical patterns of moulding the text Formal Accuracy and correctness Modals Writing is a multi-stage linear process leading to gradual evolution of the text: prewriting, writing and rewriting

8. Mechanical drilling rather than creativeness and innovation; drills, fill ins, substitution, transformation, completion, identifying the topic sentence and reordering scrambled paragraph

9. Classroom Interaction Teacher assumes the authority Teacher assumes the authority Source of knowledge Source of knowledge Judgement Judgement Students receive information Students receive information No collaboration No collaboration No creativeness No creativeness Practicing some grammatical syntactical and rhetorical issues Practicing some grammatical syntactical and rhetorical issues

10. Criticism of the Product Approach Focus on accuracy: From has stolen the lime light by the time little attention is paid to meaning, function and purpose Focus on accuracy: From has stolen the lime light by the time little attention is paid to meaning, function and purpose Artificial teaching: mechanical drills and imaginative topics. Topic, purpose and audience are ignored. Non-functional grammar. Artificial teaching: mechanical drills and imaginative topics. Topic, purpose and audience are ignored. Non-functional grammar. Misleading students; establishing a narrow notion of the writing process and its functions. No creative thinking as a result of students’ awareness of teacher’s emphasis on syntactic and grammatical errors. Misleading students; establishing a narrow notion of the writing process and its functions. No creative thinking as a result of students’ awareness of teacher’s emphasis on syntactic and grammatical errors.