Product approach in teaching writing articles

Process-Product Approach to Writing: The significance of being able to write in a second or foreign language has become clearer nowadays.

Product approach in teaching writing articles

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A good design not only needs to look good but it also needs to function and I suppose that is where the comparison ends. I clearly remember overhearing a rather heated debate between a student and senior lecturer whilst studying product design in the final year of my degree.

The debate or rather, argument centered on two ballpoint pens. One was an everyday Bic disposable and the second owned by said student, a styled, rather attractive and considerably more expensive version. The lecturer in question was bestowing the virtues of both pens but decided that the Bic was in fact the better product and that the student in question had actually wasted their hard earned cash on a far less superior product.

What astounded me at the time was the reasoning behind this bold statement, or rather the distinct lack of reasoning in the first place. The lecturer kept on returning to the fact that the Bic was some times cheaper and performed what he believed to be the exact same function and so must be better.

product approach in teaching writing articles

The student was confused and slightly annoyed by the lecturer, who eventually dismissed all discourse from his pupil. Which of course it was.

His argument was based solely around the two products he was looking at and saw little or no correlation to other consumer products.

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At the end of the day he was the lecturer and so he must be right. I have always been a person more attune to systems and for those that know me well; have to maintain an order and logic.

product approach in teaching writing articles

With me this often leads to analogies and every so often acronyms. I suppose the seed had been planted back then in that design studio listening to my Senior lecturer call rank. I felt that I could do a far better job or rather give my students the opportunity to make up their own minds in a more concise, logical and considered way.

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I left university with a degree in product design and enrolled on a PGCE course, training to teach design technology. I truly believe I learnt more about design in that first year than I had done during my four years at university. I found myself having to think so very carefully about what I was trying to say before delivering to a group of teenagers.

I became acutely aware that I would have to in some way police the edges of any discussions or debate without closing them down like my lecturer had done. I started my product analysis journey with Alessi kitchen products, the now famous, family follows fiction and Philippe Startck range of products were brand new to the market and really quite difficult to get hold of.

Moreover my students had no pre-conceived ideas around these types of object and had no expectations of this market. After all, these products quite simply did not fit their demographic and that was so very liberating.

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I believe that if I had started with trainers and mobile phones I would have not been able to get past the brand loyalties planted by advertisers before my pupils could first walk.Articles on Teaching Techniques are listed on another page.

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Accordingly, writing teachers can start teaching EFL learners the rhetorical patterns in the product-based approach and familiarize them with different text organizations through working on models, and combine it with feedback parts and interaction in the process-based approach.

Accuracy in Writing Polio (), pointed that the focus of current writing pedagogy on writing process and idea generation . INSTRUCTIONAL STRATEGIES FOR BRAILLE LITERACY Diane P. Wormsley and Frances Mary D'Andrea, Editors REPRINTS Determining the Reading Medium for Students with Visual Impairments: A Diagnostic Teaching Approach*.

Qualities of strong writing instruction. In order for teachers to support all students' writing ability development, certain qualities of the writing classroom must be present. essence, process approach to teaching writing focuses on the writing process rather than the final product.

II. Process Approach Versus Product Approach Virtually all current composition theorists make a distinction between process-oriented and product-oriented writing. Process-oriented and product-oriented approaches to the teaching of writing.

The product-oriented approach to the teaching of writing emphasizes mechanical aspects of writing, such as focusing on grammatical and syntactical structures and imitating models.

This approach is primarily concerned with "correctness" and form of the final product.

Product and process writing: A comparison | TeachingEnglish | British Council | BBC