Reflection on Process vs Product Writing

Is there really a best approach to writing ? I, for one, think not. In my opinion, both the more traditional, product ( model writing) and process writing methods have their uses depending firstly on the learning nature of the student being taught and, arguably on the age of the person being taught. My opinion , is certainly not objective, as drawing on my various learning and writing experiences I believe that both approaches to writing should be used when teaching students to write. In fact, I can argue that both approaches to writing are to an extent related and that process writing should be taught in conjunction with product writing to students, either beginning to write or having writing difficulties.

For all of my primary school life, product writing was the writing approach my teachers adopted when teaching to write. In fact, I can still remember my primary school teacher stating and modeling what she expected of us when we wrote. Failure to follow her guidelines meant that we were marked down. Of course, at the end of the term, the entire class had almost identical writing styles, lacking ,( for want of a better word) identity. To some that probably was not the best teaching approach, as it would not allow students to express themselves effectively. In retrospect though, I hold a different view. Although , we were not allowed to express ourselves freely, however we were provided with an approach which allowed us to be organised and ( with the little creative freedom we had), to express ourselves effectively. In essence by adopting the product approach to writing our primary school teacher ensured that we were organised, clear and concise in what we wrote. At secondary school, although I was in essence taught the process writing approach very little modeling of what was expected of me was done. For descriptive and narrative writing I was able to fall back on the model I had adopted at primary school combing with it the new process skills I had acquired at secondary school. However, when it came to persuasive writing which I had no model to follow , I was lost. As a result, although being aware of the process approach, I was unable to use it effectively because my writing lacked clarity and organization. Consequently, I left secondary school, having knowledge of the writing process but being unable to use it effectively when it came to persuasive writing.

During my post secondary school years, I thankfully,was retaught process writing, in conjunction with a product writing approach. The use of modeling was used extensively by the teacher . For instance, in teaching to write persuasively, the teacher not only opted to explain the process but using ideas generated from the class for a particular persuasive topic demonstrated how it could be employed when we write. In addition, the use of graphic organizers and how it could be employed when we write was also demonstrated. This in turn meant, that I know had a model which I was able to use when I wrote persuasively.

From these experiences I firmly believe that both the product and process writing approaches should be employed when teaching students to write. For beginner writers, being introduced to a new type of writing it is, I believe , necessary, that teacher provide students with a model to which they can follow in other to ensure organization and clarity of thought. Many students want to write but actually have no idea how to begin; with the product approach students will be provided with a foundation and gradually as they are more comfortable in writing will be able to make alterations to a particular model which would reflect their identity.

My reflection on the N.T.C.E's belief's about writing

To many students, writing is one of the most challenging tasks to be undertaken at school. Yet the fact remains one’s ability to write and to write effectively is arguably a necessity in today’s world. How, therefore, do we teachers help our students to improve their writing ? In helping to answer that question the National Council of Teachers of English, N.T.C.E, has posited a number of beliefs which if adhered to would help in the teaching and learning of writing.

Writing, according to N.T.C.E is a process, therefore, as teachers we should guide students through that process. Indeed, many students although wanting to write, simply don’t know how, resulting in anger and frustration when they are asked to do so. I remember quite vividly my years at secondary school where the mere thought of writing incited feelings of anger towards the writing act. Why, because I simply did not know how or where to begin. However, after being taught the process of writing I began to enjoy writing a bit more, feeling some sense of accomplishment when I had completed a particular task. But how should the writing process be taught? My own view is that a teacher as much as possible should model the process so a student would get a better sense of how to go about writing. Simply telling a student, for instance, that during the pre- writing stage one needs to "jot their ideas down", could, having observed this myself, lead to a student being confused as to what or how much details should be jotted down. If a teacher, however models the required behavior be it through a simple concept map or Venn diagram, a student would then have some idea as to what to do. Too many times we as teachers view students as miniature adults who think at our own levels when they obviously don’t. Therefore it is imperative that as much as possible we model the required behavior before asking students to perform a particular task.

Although I fully agree with the N.T.C.E that writing is a process, I none the less have some qualms about how this process is practically thrown out of the window when it comes to written examinations. I for one find it unfair that we teach children that it is important to adopt the writing process when they write, yet under examination conditions students are unable to fully go through the process. Of course some may argue that the examination is tailored so that students don’t need to go through the entire process or that examination markers take into consideration that students are under examination conditions when they mark. Nonetheless, the fact remains written or traditional examination methods don’t promote effective use of the writing process.

Another important belief which the N.C.T.E states, is that “People learn to writing by writing”. To any teacher this is of great significance as it not only encourages us to ensure that our students write constantly but also encourages us to use strategies which would help students adopt an effective writing style which would suite them. After all, although practicing writing could be beneficial there is also the possibility that someone who practices doing something wrongly will continue to do so. Teachers, be it through the writing prompts used or other strategies employed to encourage writing, need to ensure that their students write effectively. It would be an act of sheer folly in my view, for example, to have a student continue to write in a manner in which his ideas are non-sequential or lacking any form of organization simply because the student is supposedly performing the act of writing. Also, teachers need to take into consideration that writing is a process. Too many times teachers care about the quantity of writing tasks performed by the students rather than the quality. I remember my years at secondary school where we (students) were asked to write an essay one lesson and the next lesson having to write an entirely new essay with little or no time being taken to go through the writing process with the first essay. If a child is able to write one essay per term having continuously drafted and edited that essay throughout I see no problem. However this is, sad to say, never will be the case, as curriculum demands forces teachers to teach at accelerated rates which are ultimately detrimental to student learning and growth.

Also one needs to take into consideration that not all students are academically inclined. Although the N.T.C.E asserts that everyone can write which I agree with, some exceptional students are unable to express themselves as others would. So for a teacher, helping an exceptional student to write one effective paragraph or sentence would be more beneficial than trying to force that child to perform a task which they may not be able to accomplish such as writing an entire essay.

To conclude, I must acknowledge that the N.C.T.E’s beliefs about writing would be, for the most part, beneficial to teachers and students providing that teachers employ strategies and plans that cater for their students needs.