Knowing the acceptable features of specific genres, having an extensive knowledge about subject-matter, and developing ability in logical thinking are crucial in perfecting learners' proficiency in writing. Recent research indicates that a process-oriented approach of teaching writing which emphasizes the rationale of the genre, according to Swale (1990b:58 cited in Connor 1996:127), can be more effective than the end-product approach that stresses the end result of the writing.
Process Writing
The process approach does not treat writing or composing texts as a pure skill-based language activity. It is considered to be a process of exploration. Writers need to explore and challenge social reality while creating their texts. The approach emphasizes the need for cognitive or intellectual ability in developing and organizing ideas into discourse or texts. The processes of writing can be summarized in the following diagram:
Process Writing
The process approach does not treat writing or composing texts as a pure skill-based language activity. It is considered to be a process of exploration. Writers need to explore and challenge social reality while creating their texts. The approach emphasizes the need for cognitive or intellectual ability in developing and organizing ideas into discourse or texts. The processes of writing can be summarized in the following diagram:
Generating ideas, organizing them in a logical manner, selecting relevant ideas, drafting, and revising a draft are the stages usually adopted by process-oriented writers as their writing strategy. Obviously, the processes of generating, selecting and organizing idea stress on the importance of having the relevant and good content expected by the discourse community.
References
Connor, U. (1996). Contrastive Rhetoric, Cross-cultural aspects of second-language writing. USA: Cambridge University Press.
Holland, V. M., Kaplan J. D. & Sams M. R. (1995). Intelligent Language Tutors. Lawrence Erlbaum Associates, Inc., Publishers. (pp 99-120).
Nunan, D. (1991). Language Teaching Methodology. U.K.: Prentice Hall. (pp 83-99).
Tomlinson, B. (1998). Materials Development in Language Teaching. UK: Cambridge University Press
Warschauer, M., Kern R. (2000). Network-based Language Teaching. UK: Cambridge University Press.
