MATERIAL FOR MINEDU

EXAM
WRITING SKILL
PRODUCT APPROACH
It focuses on writing tasks in which the learner imitates, copies and
transforms teacher supplied models.

Product Writing is an approach to teaching writing that focuses on students'

final production, that is, the text they are asked to produce. There is enhanced
importance in the end product and this affects the way a product writing
lesson is staged.

Product writing focuses on the end product. Students are not required to
generate and brainstorm ideas as thoroughly as they do in process writing -
instead, they spend more time analysing and practicing the main features of
the text genre they are supposed to write. A product writing usually follows
the stages below:
PRODUCT APPROACH
It focuses on the steps involved in creating a piece of work. The primary goal
of product writing is an error-free coherent text.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
Process writing Product writing
• imitate model text
• text as a resource for comparison
• organisation of ideas more
• ideas as starting point
important than ideas themselves
• more than one draft
• one draft
• more global, focus on purpose, theme,
• features highlighted including
text type, i.e., reader is emphasised
controlled practice of those features
• collaborative
• individual
• emphasis on creative process
• emphasis on end product

WRITING AS A PROCESS

in writing as a process, the teacher supports the student through several

revisions of a paper. the teacher provides support for the development of
ideas, organization, coherency, and other aspects of writing. all this is done

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
through the teacher providing feedback to the student as well as dealing with
any questions and or concerns the student may have with their paper.

ADAPTING TEXTS ACCORDING TO THE COMMUNICATIVE

SITUATION

Adapted text is any text that has been changed from its original print format.
this may include presenting the text in a different visual manner (e.g.
enlarged text), auditory (e.g. audio book).

The cohesion of writing focuses on the “grammatical” aspects of writing.

let’s explore both term a little bit furthers:

Cohesion is the grammatical and lexical linking within a text or sentence that
holds a text together and gives it meaning.

from a language point of view a text uses certain conventions that help to
make a text cohesive.

the topic of the text enables the writer to select from a lexical set of related
words.

we can also use grammatical features to allow the reader to comprehend what
is being referred to throughout the text.

a written text usually has some kind of logic or coherence which allows the
reader to follow the intended message. this may reflect the writer’s reason

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
for writing or their line of thought. if a written text lacks these features it may
cause a strain on the reader.

USING WRITTEN LANGUAGE CONVENTIONS ADEQUATELY

Writing conventions include methods that help the audience understand a
student's writing “conventions” is the term we use nowadays to describe
punctuation, spelling, and grammar. conventions include spelling,
punctuation, capitalization, grammar, and sentence structure. students
should: apply spelling rules correctly. use correct punctuation to smoothly
guide the reader through the paper.

spelling: children start learning to spell even before they realize it. they learn
letters, see words, and begin to recognize the letters in their name. as they
continue through school, they learn the rules of spelling. they also learn that
many of those rules get broken on a regular basis, creating new rules to learn.
however, accurate spelling can make all the difference in life. ask any
employer how many resumes they’ve trashed simply because they were
riddled with spelling errors.

punctuation: without punctuation, writing wouldn’t make much sense. take

the following sentence as an example. i didnt want to go but she told me I
had to if I didnt I would never find out the truth not too easy to follow, was
it? punctuation helps us to read something the way it is meant to be read. it
helps us to know when to pause, when to read with more expression, and
when to stop and start a new sentence. when we speak, we have multiple
ways of making our meaning clear: rhythm, intonation, pausing appropriately.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
we don’t have that luxury with the written word, so proper punctuation serves
that purpose.

capitalization: capitalization tells us when a new sentence begins (along

with punctuation), when something is a proper name, or when something is
a title. it helps us emphasize, or show the importance of certain words, and it
helps us shorten long phrases into acronyms that take up less written space
and are often easier to remember. the great news for students is that
capitalization rules are hard and fast, so once learned, student’s shouldn’t
have future struggles with them.

Grammar: grammar is the structure of our language and how words are
used to properly form a sentence.

The writing process, or the steps writers go through to publish a piece of

writing, includes prewriting, writing, editing, revising, and publishing. teachers
take their students through this process several times throughout a school
year. to teach writing conventions, teachers build them into instruction,
typically during the editing phase.

PRODEDURAL KNOWLEDGE

Procedural knowledge also known as interpretive knowledge, is the type of

knowledge in which it clarifies how a particular thing can be accomplished. it
is not so popular because it is generally not used. it emphasize how to
do something to solve a given problem.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
DECLARATIVE KNOWLEDGE

Declarative knowledge also known as descriptive knowledge, is the type of

knowledge which tells the basic knowledge about something and it is more
popular than procedural knowledge. it emphasize what to do something to
solve a given problem.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM

INDUCTIVE GRAMMAR TEACHING

Inductive reasoning draws conclusions from individual experiences and

observations. The truth of these conclusions depends on the truth of the
evidence available. For instance, the assumption that there are numerous
black ravens may support the conclusion that all ravens are black. However,
once we discover a raven that is not black, our generalizations become invalid.

In grammar teaching, inductive reasoning can be of great value. It promotes

experiential learning and trains learners to actively try to discover grammar
rules by themselves. Once these rules fit their mental structures, they become
more memorable because of the effort deployed. The inductive grammar
teaching, however, is time-consuming and requires so much effort in the
preparation and organization of the lesson. It may also disappoint the type
of learners who prefer traditional ways of teaching where the teacher presents
and explains the rules.

DEDUCTIVE GRAMMAR TEACHING

The deductive reasoning originates from Aristotle’s syllogism. Basically, it is
a conclusion that is based on two or more propositions that are asserted or
assumed to be true:

All men are mortal.

Socrates is a man.
Therefore, Socrates is mortal.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
Teaching grammar deductively is teacher-centered. Grammar rules are
explained to the learners and then tested. There are advantages and
disadvantages to deductive grammar teaching. To start with, this type of
teaching is time-saving and straightforward. It is easier for the teacher to
present and explain a rule and ask the learners to apply it than to elicit it from
them. This can also be appealing to many adult learners who prefer analytical
learning to discovery approaches. The deductive reasoning, however, can
pose many problems to young learners who are not equipped enough with
the appropriate metalanguage.

EXAMPLE:

Jose’s students are going to write a short essay on “the advantages and
disadvantages of having a pet.” He has designed the following sequence:

✓ On the board, the teacher draws a chart and divides it into the following
categories: “advantages of having a pet” and “disadvantages of having
a pet.” In their notebooks, the students write some ideas under each
category.
✓ After that, the teacher tells the students that they have to make an
outline using the ideas in the chart.
✓ Then, using their outlines, the students write their first version of the
essay.
✓ Next, the teacher asks them to improve their first version by adding
topic sentences and supporting ideas in each paragraph.
✓ Later, the students exchange their essays and correct all the mistakes
they find. Finally, the teacher collects the essays

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
Which approach to writing is Jose promoting?

a) Genre approach
b) Product approach
c) Process approach

Which writing skill needs to be improved in the sequence

presented by Jose?

a) Planning
b) Drafting
c) Revising

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
SUMMARY
WRITING SKILL
Adapting texts according to the communicative situation.

✓ It refers to all the elements that come into game for a communicative

act to take place.

✓ It focuses on purpose and context of the text.

Organizing and developing ideas in a coherent and cohesive way.

Coherence is concerned with how a writer guides the reader through the

argument using logical connectors.

Cohesion refers to the way that texts use grammar and vocabulary to 'stick'

ideas together.

Using written language conventions adequately

It focuses on punctuation, spelling, capitalization, grammar structure.

Reflecting and evaluating the form, content and context of written

texts.

CONTENT includes semantics (meaning of words)

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
FORM includes phonology (sounds) and syntax (Word order)

CONTEXT refers to the situation where they are interacting.

PRODEDURAL KNOWLEDGE

It’s interpretive knowledge

It’s inferential

DECLARATIVE KNOWLEDGE

It’s descriptive knowledge

It’s literal

SUB WRITING SKILLS

Process Writing

It focuses on steps involved in creating a piece of work.

✓ We can find more than one draf.

✓ Focuses on purpose.

✓ Collaborative.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
✓ Text as a resource for comparison.

It includes prewriting, writing, editing, revising and publishing.

Prewriting.-

✓ Searching sources

✓ Collecting data using relevant research methods.

Writing.-

✓ Writing outline

✓ First draft

Revising.-

✓ Making changes to your overall argument

✓ Reordering the text

✓ Cutting parts of the text.

✓ Adding new text.

Editing.- Gramatical errors- redundancy and repetition

PROOFREADING .- It involves reading the text closely to remove types

and ensure stylistic consistency

✓ Spelling errors

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
✓ Missing words

✓ Confused Word choices

✓ Punctuation errors

✓ Missing or excess spaces

Publishing.- Presentation

Product writing
It focuses on the final product or students’ final product.

✓ We can find one draf.

✓ Organization of ideas more important tan ideas themselves.

✓ Imitate model text.

BY : DAVID AGUILAR
 MATERIAL FOR MINEDU
EXAM
✓ Individual.

Genre approach
✓ It’s a kind of writing in which it has a typical style.

✓ It focuses on a specific purpose and parts of something.

✓ It focuses on using kind of languague.

ENGLISH LANGUAGUE SKILLS

Receptive , passive and Productive, active and

Input skills output skills

✓ Listening skills ✓ Speaking skills

✓ Reading skills ✓ Writing skills

BY : DAVID AGUILAR