2. PHILOSOPHY OF THE PROCESS APPROACH IN TEACHING ENGLISH WRITING: ........ 4
3. SALIENT FEATURES OF PROCESS APPROACH: .................................................................... 6
4. PROCESS APPROACH AND THE ROLE OF TEACHERS: ....................................................... 7
4.1 Generating Ideas ........................................................................................................................ 8
4.2 Focusing .................................................................................................................................... 8
4.3 Structuring ................................................................................................................................ 8
4.4 Drafting ..................................................................................................................................... 9
4.5 Evaluating ................................................................................................................................. 9
4.6 Re-viewing ................................................................................................................................ 9
5. IMPLICATION OF PROCESS APPROACH ON THE CLASSROOM MANAGEMENT: ...... 10
5.1 Implications on course content: .................................................................................................... 10
5.2 Implications on Class room Assignments: .................................................................................... 10
5.3 Implication on feedback mechanism: ........................................................................................... 11
2.5.4 Implications related to teacher-student involvement and evaluation: .......................................... 12
5.5 Implications related to L1 and L2 writers: .................................................................................... 13
6. CONCLUSION ............................................................................................................................... 14
7. REFERENCES: ............................................................................................................................... 15
3 TEACHING
1. INTRODUCTION:
classroom from product approach – comprising grammar-translation, controlled-to-free,
paragraph pattern, grammar syntax organization approaches (mostly prevalent till early
1970’s) to communicative approach (mid 1970’s), process (late 1970’s - Early 1980’s),
English for Academic Purposes (Mid 1980’s) and Genre Approach (1990’s). However, there
are array of opinions, arguments and concerns over the fact that which style works best with
the students in developing their ability to express their ideas with freedom and at the same
time with correct composition and coherence. All these approaches focuses at different aspect
of English writing and requires relevant changes in the role of teachers and students, their
involvement in the class room, nature of exercises and in the feedback method. However,
they provide an English Language Trainer a flexibility to implement one or a combination of
more than one approach (James, 1993) considering the time, purpose, need, cultural milieu
and academic level of students and their proficiency in the English Language.
This piece of writing will not delve into different approaches of teaching writing in
the class room but is intended to explore the process approach of teaching writing, its
implications on the teaching methodology and class room management and possible ways
through which teachers might respond to assure that both the need of learners/students and
the objective of the course is met.
4 TEACHING
2. PHILOSOPHY OF THE PROCESS APPROACH IN TEACHING ENGLISH
The underline philosophy of the process approach is t
