This is a traditional approach.Studentsare encouraged to mimic/imitate a model text.Usually presented and analysed at an early stage.
Organizationof ideas more important than the ideas itself. Student are required to produce a complete piece of writing straight away Emphasis on end product
Stage 1Model texts are read, and then features of the genre arehighlighted.Stage 2This consists of controlled practice of the highlighted features,usually in isolation.Stage 3Organisation of ideas.Stage 4The end result of the learning process.
Focus more on the varied classroom activities which promote the development of language use: brainstorming, group discussion, re-writing. Can have any number of stages
Stage 1Generating ideas by brainstorming and discussion.Stage 2Students extend ideas into note form, and judge quality and usefulness of ideas.Stage 3Students organise ideas into a mind map, spidergram, or linear form.Stage 4Students write the first draft. This is done in class and frequently in pairs or groups.Stage 5Drafts are exchanged, so that students become the readers of each others work.Stage 6Drafts are returned and improvements are made based upon peer feedback.Stage 7A final draft is written.Stage 8Students once again exchange and read each others work and perhaps even write a response or reply.
Process writing Product writing text as a resource for imitate model text comparison organisation of ideas ideas as starting point more important than more than one draft ideas themselves more global, focus on one draft purpose, theme, text features highlighted type, i.e., reader is including controlled emphasised practice of those collaborative features individual