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.