Reflection on the Product Vs. Process Approach to Writing

Before starting this course, I never gave any serious thought to the manner in which I was taught how to write. I assumed that writing was a skill which was acquired automatically. I also assumed that I had automatically become a functional writer. All of these assumptions were derived from the fact that at the lower levels, I was never explicitly taught how to go through the process of composing texts. My classmates and I were simply given a model of the type of text we were to produce. We were shown the format for organizing our ideas in the text, and a sample of the key words and phrases necessary for producing this type of text was given or discussed. We were then asked to use these as aids to produce our own pieces.

It was not until last semester, when I did a writing course with Ms. Polius, that I realized there were other ways to teaching writing. First, we were asked to choose a topic. Then we were introduced to the different methods which can be used to generate ideas, such as brainstorming, freewriting and clustering. We then moved on to how to create effective openings for our pieces, how to effectively build paragraphs, and how to conclude in a manner that does not leave the reader hanging in mid- air or unconvinced – if we were writing an argumentative piece. There were also sessions where we read and critiqued the work of our classmates, and then revisions were made accordingly. All of these activities made me realize that there was a systematic process which can be used to produce a written piece, and I also began paying more attention to how I went about producing different types of texts, even when they were being written outside of the course.

As mentioned previously, I was not aware that there was another method for teaching writing, and therefore, during the few times when my students engaged in this activity, I reverted to the product method to show them how to construct their pieces. Looking back, I feel a bit guilty about using this method because I find it so ineffective for teaching creative writing. When I return to the classroom as a teacher, I will definitely make use of the process approach to writing. I feel this method actually helps students build their skills and confidence as writers. It also makes them aware that they are writing for an audience, and must therefore express their ideas in a manner that is unambiguous and convincing.

My reflections on the Beliefs of the NCTE

Writing is an activity that I have always enjoyed, even as a teen, and having the opportunity to learn the skills which will help me become an effective and strategic teacher of writing is something which I find exciting and look forward to. The reading of the NCTE resource about the teaching of writing served to confirm many of my own beliefs and experiences about the teaching of writing, and writing in general, as well as provide new insights.

I think the NCTE could not have been more correct in stating that developing writers require support. It is indeed true that writing is one of the language skills that is not acquired, it has to be taught explicitly, and beginning writers therefore cannot just be given a topic and told to begin writing. They need support in terms of carefully designed writing instruction, which will help them build their writing skills and develop new strategies. In my case, explicit instruction in terms of how to begin an essay, build a paragraph etc. came late during my secondary school years. During my earlier exposure to writing activities at school, we were simply given a topic and told to write about it, what I think served as my saving grace was the fact that I was an avid reader, and I copied many of the conventions of writing which I cam across in the different genres of literature.

Another belief held by the NCTE which profoundly impressed me is that teachers should attend to the process that students use to produce texts, and not only specify the criteria for evaluating finished products. During the few times when I assigned my students the task of producing an essay, I never thought of paying attention to the process used to generate ideas or gather information, the only thing which I found important, and therefore focused upon was the finished product – how their ideas were organized and expressed. I am however beginning to realize that the process of producing a piece of writing is at times even more important than the finished product, and as a more informed teacher, I will pay more attention to this in the future, when my students are completing their writing assignments.

The NCTe also believes that reading and writing are related, and people who read a lot have a much easier time developing as writers. From my personal experience, I can say that this is true. I remember using a particular phrase in an essay at primary school, and the teacher was surprised that I was able to construct such a phrase into my essay at that stage. When I was questioned about the use of the phrase, I simply replied that I had seen it used in a short story which I had read. This leads to one of the implications for teachers- that we need to provide students with time to read during school. Students should be allowed to read whatever books they find interesting during periods of Sustained Silent Reading, this will provide the early motivation that they need to engage in reading activities.

Other beliefs held by the NCTE, such as writing can be used as a tool for thinking, and that writing has a special relationship to talk have all been proven true in my personal experiences as a writer, and their implications for teaching cannot be discounted.

Welcome bloggers !!1

Hi Everyone,

I have just successfully completed my blog page, and I am really excited about being able to share my thoughts, comments and ideas with all of you. I hope this will be a beneficial experience for all of you fellow bloggers. Can't wait to start blogging!!!

Cindy