writing t o young kids

1. Product and Process Writing Approaches
Lecture Sept 12, 2022

2. Product VS Process
Differences between
these two
approaches
Product Approach

3. Product VS Process
Differences between
these two
approaches
Product Approach

4. Product VS Process
Differences between
these two
approaches
Product Approach
Stages of teaching

5. Product VS Process
Differences between
these two
approaches
Process Approach

6. Product VS Process
Differences between
these two
approaches
Process Approach

7. Product VS Process
Differences between
these two
approaches
Process Approach
Stages of teaching

8. Product VS Process
Differences between
these two
approaches
Process Approach
Stages of teaching

9. Product VS Process
Differences between these two approaches

10. Product VS Process
Differences between these two approaches

11. More about teaching writing
Genre Writing
- relatively new in teaching and learning English.
- a part of genre in language use. Thoreau (2006)
simply states that genre in writing or genre writing
is a kind or type of writing in which it has a typical
style, particular target of readers, and a specific
purpose.
- covers three main aspects namely writing style,
readers, and goal (goal oriented). In line with style,
- means how something is written; the words that
are used and the way the information is organized
- words or expressions used to write the writing and
how language patterns are expressed.

12. More about teaching writing
Genre Writing
- tries to see writing from different perspective. It is a
different angle how writing is viewed and how it is
written and how it is analyzed It is extremely
different form ‘conventional’ perspective about
writing (Dirgeyasa, 2015).
- a new perspective to teaching writing due to
different perspectives.
- embedded in social situation, so that a piece of
writing is meant to achieve a particular purpose
which comes out of a particular situation. In terms
of genre writing, Hyland (2003) as cited in
(Dirgeyasa, 2015) proclaims that:

13. More about teaching writing

14. More about teaching writing

15. More about teaching writing

16. More about
teaching
writing

17. Example lesson plan
https://files.eric.ed.gov/fulltext/EJ1082330.pdf
Two classroom teaching
models by using process
approach:

18. Title of presentation
Secondary title
Name
Name
Department
Institution
Month XX, 20XX

19. Coat-color variation in red foxes
Environmental factors that affect fur color
Hayden Cook
Quinn Campbell, Ph.D.
Department of Biology
Jasper University
December 12, 2021

20. Short summary of the presentation;
no longer than two lines​
Title of section 1
Title of section 2
Title of section 3
20

21. This study focused on coat-color variation in red foxes to
learn if environmental factors affect coat-color outcomes
Coat-color variation in
red foxes
Population density and
coat color​
Elevation and coat
color​
21

22. One-sentence headline stating the main takeaway message
for the slide; no longer than two lines
Info or call-out Info or call-out Info or call-out
22

23. Red, cross, and silver color outcomes are controlled by two
pairs of non-linked autosomal genes
Red: AABB​ Silver: AAbb​ Cross: AaBb​
23

24. One-sentence headline stating the main takeaway message
for the slide; no longer than two lines
24

25. Cross and silver color variants occur less frequently in dense
fox populations
Coat color distribution in different size populations
Average sized population
(<100 foxes in territory)
15% Silver 10%
10% Cross 5%
75% Red 85%
Dense sized population
(<100 foxes in territory)
25

26. One-sentence headline stating the main takeaway message
for the slide; no longer than two lines
26

27. Elevation plays a role: Cross and silver color variants occur
more frequently at elevations over 1828 meters (6000 ft)
Low elevation coat-color
distribution
9% silver
5% cross
86% red
High elevation coat-color
distribution
18% silver
9% cross
73% red
27

28. Click to edit master text style
Supporting point 1. No longer than two lines
Supporting point 2. No longer than two lines
In summary… followed by a sentence which restates the most
important assertion of the presentation
Questions?

29. Click to edit master text style
Population density impacts coat-color outcomes
Geographic elevation impacts coat-color outcomes
In summary, environmental factors affect coat-color variation
in red foxes​
Questions?

30. In summary… followed by a sentence which
restates the most important assertion of the presentation
Supporting point 1. no longer
than two lines
Supporting point 2. no longer
than two lines
Questions?
30

31. In summary, environmental factors affect coat-color variation
in red foxes​
Population density
impacts coat-color outcomes
Geographic elevation
impacts coat-color outcomes
Questions?
31

32. This template was created in cooperation with scientific presentations expert Melissa
Marshall. This template will help those presenting technical information be more
understandable and engaging by using an “assertion/evidence” strategy. For more
information, visit her website or listen to her TED talk.​
Melissa’s approach is also informed by Michael Alley’s book, The Craft of
Scientific Presentations.​