The document discusses two approaches to teaching writing skills: the product approach and the process approach. An experimental study was conducted with 14 students to compare the effectiveness of each approach. The students were split into two groups, with one group taught using the product approach and the other using the process approach. Both groups' writing was evaluated using several criteria. Statistical analysis found no significant difference between the scores of each group, indicating that neither approach was more suitable for developing writing skills. The author concludes that a student's language proficiency may have a greater impact on their writing ability than the teaching approach alone. A combination of approaches is recommended.

1. Procedia - Social and Behavioral Sciences 112 (2014) 147 – 151
1877-0428 © 2013 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).
doi:10.1016/j.sbspro.2014.01.1149
ScienceDirect
International Conference on Education & Educational Psychology 2013 (ICEEPSY 2013)
Approaches to the teaching of writing skills
Blanka Frydrychova Klimova*
University of Hradec Kralove, Faculty of Informatics and Management, Rokitanskeho 62, Hradec Kralove, 500 03, Czech Republic
Abstract
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© 2013 The Authors. Published by Elsevier Ltd.
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1. Introduction
Writing has a unique position in language teaching since its acquisition involves a practice and knowledge of
other three language skills, such as listening, reading and speaking. Moreover, it requires mastering of other
skills, such as metacognitive skills. Learners need to set an objective for their writing, plan it carefully, think over
its layout and logical structure, revise it …..In the process of writing they have to use cognitive skills; they have
to analyze their sources and then synthesize them in a compact piece of writing. Therefore, knowing how to write
in L2 is a valuable asset in foreign language communication.
As Walsh (2010) puts it:
Writing is important because it’s used extensively in higher education and in the workplace. If students don’t
know how to express themselves in writing, they won’t be able to communicate well with professors, employers,
peers, or just about anyone else. Much of professional communication is done in writing: proposals, memos,
reports, applications, preliminary interviews, e-mails, and more are part of the daily life of a college student or
successful graduate.
Thus, this article focuses on the development of students’ writing through using two most common approaches
to writing, i.e. the product approach and the process approach. Since 1980’s process approach has been used
* Corresponding author. Tel.: +420 493332318; fax:+420 493332235.
E-mail address: blanka.klimova@uhk.cz
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© 2013 The Authors. Published by Elsevier Ltd.
Selection and peer-review under responsibility of Cognitive-counselling, research and conference services (c-crcs).

2. 148 Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 112 (2014) 147 – 151
more than product (see Applebee, 1981; Leki, 1989; or Rogers, 2012) since it emphasizes the composing process
rather than the form.
The product approach to writing usually involves the presentation of a model text, which is discussed and
analyzed. According to this model text learners construct a similar or a parallel text. This might seem a
mechanical task; however, learners can discover the structure of the given discourse, its linguistic features and
how its ideas are organized. The process approach to writing in contrast focuses on the development of language
use: brainstorming, group discussion, re-writing. A comparison of both approaches is given below:
Process approach
y text as a resource for comparison;
y ideas as starting point, necessitating more than one draft;
y focus on purpose, theme, text type …;
y the reader (audience) is emphasized;
y collaborative with other peers;
y emphasis on creativity.
Product approach
y imitate a model text;
y organization of ideas more important than ideas themselves;
y one draft;
y features highlighted including controlled practice of those features;
y individual;
y emphasis on end product.
(Steele, 2004)
In order to discover which of the approaches, i.e. product or process is more suitable for student’s development
of writing skills at FIM, the author of this study conducted a small-scale experiment.
2. Experimental study and its findings
At the end of winter semester of 2012/2013, 14 distant students Management of Tourism in their third year of
study at FIM were asked to write an abstract of their final Bachelor paper. The research tools used were as
follows:
diagnostic test (DIALANG);
assessment of students’ written work;
t-test;
statistical methods of processing the results of the research; and
observations.
The DIALANG test performed among the students showed that they possessed sufficient level of English.
The test proved that most of the students (11 out of 14) had sufficient B2 level of English according to CEFR. In
addition, on the one hand, 2 students had C1 level of English, on the other hand, 1 student achieved only B1 level
of English (Fig. 1).

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Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 112 (2014) 147 – 151
7%
79%
14%
Fig. 1. Students’ level of English
At the beginning of the experiment students were divided into two groups, each comprised 7 students. One
group (A) was then taught the writing of abstracts through the product approach by being provided model
abstracts of British provenience and the other group (B) was taught through the process approach to writing. It is
also important to mention that students in group A had B2 and C1 level of English while in group B only B1 and
B2 level of English. When students completed their abstract, their abstracts were assessed and evaluated (see Fig.
2 about the evaluation criteria).
Writing Components Criteria/ Traits Score
Content extent, relevance, subject knowledge 30%
Organization coherence, fluency, clarity,
logical sequencing 20%
Vocabulary richness, appropriate register,
word form mastery 20%
Language use accuracy (a use of articles, word order,
countable versus uncountable nouns,
prepositions, sentence constructions)
25%
Mechanics paragraphing, spelling, capitalization,
punctuation 5%
Fig. 2. Evaluation scale (Frydrychova Klimova, 2012)
The results of the evaluation of student’s abstracts are described in Tables 1 and 2 below.

4. 150 Blanka Frydrychova Klimova / Procedia - Social and Behavioral Sciences 112 (2014) 147 – 151
Table 1. Evaluation of the product approach – group A
Evaluation
criteria
Student
1
Student
2
Student
3
Student
4
Student
5
Student
6
Student
7
TOTAL
Content 25% 30% 28% 20% 28% 26% 20% 25%
Organization 10% 20% 18% 12% 18% 12% 12% 14%
Vocabulary 12% 19% 18% 12% 18% 16% 12% 15%
Language use 20% 23% 22% 18% 22% 18% 15% 20%
Mechanics 5% 5% 4% 4% 4% 4% 4% 4%
TOTAL 72% 97% 90% 66% 90% 76% 62% 78%
Table 2. Evaluation of the process approach – group B
Evaluation
criteria
Student
1
Student
2
Student
3
Student
4
Student
5
Student
6
Student
7
TOTAL
Content 25% 28% 20% 20% 10% 25% 20% 21%
Organization 16% 18% 10% 10% 10% 15% 13% 13%
Vocabulary 17% 15% 12% 12% 8% 12% 12% 13%
Language use 22% 22% 20% 20% 5% 18% 10% 17%
Mechanics 5% 5% 4% 3% 4% 4% 3% 4%
TOTAL 85% 88% 66% 65% 37% 74% 58% 68%
In order to discover whether the product or process approach is more suitable for the development of
students’ writing skills, t-test was used. Assumption was that the cores of all students had normal distribution and
there were equal variances. The hypothesis was as follows:
H0 – There are no differences in scores produced by the two learning methods
H1 – Method A produces better results than B
Significance level α = .05 (one tailed test)
= 0.18, degrees of freedom = 12
According to the t-test distribution, critical value is 1.782 and therefore, H0 failed to be rejected.
3. Discussion of the results
At first sight, it might seem from the Tables provided above that the product approach to writing is slightly
better for the teaching of writing skills. This is indicated not only by the total scores of individual criteria but also
by the total score of individual students. In addition, the results of the diagnostic test also show that the students
in group A had a higher level of English while the results in group B were undoubtedly influenced by student no.
5 whose English was the worst. Nevertheless, the t-test proved that neither of the methods is more appropriate for
the learning and teaching of writing skills.
4. Conclusion and recommendations

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Thus, on the basis of the findings and personal observations, the author of this study argues that since both
approaches to the teaching of students’writing skills are equal, students’ grasp of writing is more dependent on
their level of English. Furthermore, the whole process of writing might be also influenced by a lack of experience
in writing in general and/or by a relatively short period of using both approaches (students were exposed to them
just one semester). However, the suggested argument and experimental findings would definitely need further
verification because the research sample was limited.
Finally, the author of this article proposes due to low students’ language proficiency to try to employ the third
approach to writing – the social-constructionist approach introduced by Dudley-Evans and St John (1998),
which takes account of individual writers and readers. It does not take into account the broader context of the
writing process. Writing is seen as a social act in which writers have to be aware of the context in which they are
writing. The context places certain constraints on what writers can write and on the ways in which they can
express ideas. Thus, writers reflect the values, expectations and norms of the community to which they belong. In
practice, teachers of writing very often use a mixture of the above mentioned approaches. Dudley-Evans and St
John (1998) suggest the following approach to writing:
develop rhetorical awareness by looking at model texts;
practise specific genre features, especially moves and writer stance;
carry out writing tasks showing awareness of the needs of individual readers and the discourse
community and the purpose of the writing;
evaluate the writing (through peer review or reformulation).
References
Applebee, A.N. (1981). Looking at writing. Educational Leadership, 458-462.
CEFR. Retrieved November 22, 2012, from http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages.
DIALANG. Retrieved September 14, 2012, from http://www.lancs.ac.uk/researchenterprise/dialang/about.htm.
Dudley-Evans, T., & St John, M. (1998). Developments in English for Specific Purposes. Cambridge: CUP.
Frydrychova Klimova, B. (2012). Teaching formal written English. UHK: Gaudeamus.
Leki, (1989). Academic writing. New York: St. Martin’s Press.
Rogers, L. (2012). Approaches to writing in EAP. Retrieved February 15, 2013, from http://oupeltglobalblog.com/2012/09/18/approaches-to-
writing-in-eap/.
Steele, V. (2004). Product and process writing: a comparison. Retrieved March 17, 2010, from
http://www.teachingenglish.org.uk/think/articles/product-process- writing- a- Comparison.
Walsh, K. (2010). The importance of writing skills: Online tools to encourage success. Retrieved December 27, 2012, from
http://www.emergingedtech.com/2010/11/the-importance-of-writing-skills-online-tools-to-encourage-success/.