Gabriella Jenei: Referential Cohesion in Academic Writing • A descriptive and exploratory theory- and corpus-based study of the text-organizing role of reference in written academic discourse
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2. A GENRE-ORIENTED APPROACH TO ANALYSING COHESION IN WRITTEN ACADEMIC DISCOURSE
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2.4. Genre: theory and practice
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2.4.3. Genre in the classroom: teaching English for academic purposes
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2.4.3.2. Product and process approaches to teaching writing

2.4.3.2. Product and process approaches to teaching writing

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In a process-oriented approach, classroom use of L2 texts serve as sources of ideas or starting points for discussions in the “exploration and exploitation” (Leki, 1991, 136) of students’ own mental resources to construct their own texts. Envisioning the process on the level of the individual, Macken-Horaric (2002) describes the three-stage teaching-learning cycle in writing instruction, which involves: modelling, joint negotiation of text and independent construction. Horowitz (1986) criticizes the process approach to teaching academic writing, claiming that its inductive orientation may not be suitable for all the academic tasks and all the writers. The process approach entails learners’ having to write a number of drafts, and use peer-evaluation, which “may leave students with an unrealistic view of their abilities” (Horowitz, 1986, 446). He stresses that this preoccupation with the writer’s mental processes and disregard of the context, or the discourse community may not enable the writer to come up to requirements outside the context of a classroom. Therefore, the skills taught to students should be transferable as much as possible to other academic contexts.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

In a product-oriented approach students are required to explore how other writers put their intended meaning into words and emphasize the cultural differences between ways of presenting information.

Jegyzet elhelyezéséhez, kérjük, lépj be.!

Leki (1991) suggests that process- and product-oriented approaches need not exclude each other, but both have their place in a balanced classroom. Indeed, Pearson and Fielding (1991) found that any systematic approach to teaching text structure (for expository prose in particular) can be highly effective, especially if it involves some form of visual representation of relationships among key concepts.
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