Writing is more than just putting words on paper — it is a way of thinking, feeling, and connecting with the world. Through writing, we can express our ideas clearly, explore our imagination, and share our experiences with others. It helps us understand ourselves better and improves our ability to communicate in any language. Whether we write stories, letters, or essays, the process allows us to be creative, to reflect, and to grow. Writing can be both enjoyable and meaningful, turning our thoughts into something lasting and beautiful.
For many English teachers, writing is one of the hardest skills to teach effectively. Should we focus on grammar and structure, or on creativity and communication? Should we correct every mistake, or encourage students to express themselves freely? The answer, as modern pedagogy suggests, lies in finding a balance between two major approaches: the product approach and the process approach. Traditionally, writing lessons have followed a product approach. Teachers provide students with a model text: an email, a report, or a letter and ask them to analyse it. Learners notice features such as paragraph plan, layout, vocabulary, tone, style (formal or informal), linking words and grammar, and then write something similar. This method is particularly useful for exam preparation. It helps learners become familiar with conventions and language accuracy. For example, when students are writing an essay, they can focus on structure, expressions, producing a text that meets formal expectations. However, while the product approach focuses on accuracy, it can also limit creativity. When the goal is to “replicate” a model, students may feel less ownership of their writing. The focus shifts from what they want to say to how correctly they can say it.
In contrast, the process approach views writing as a journey of exploration rather than a single destination. Students are encouraged to develop their ideas step by step. They think about the content, write a draft, review, and edit their texts. The emphasis is not on perfection, but on development.
A typical process writing lesson includes three main stages:
Pre-writing Learners gather information, brainstorm ideas, draw mind maps, or discuss possible points of view. The aim is to generate content, not to judge it.
Focusing ideas Students organise their thoughts, collaborate in pairs or groups, and start writing short sections.
Evaluating, structuring, and editing Learners draft, redraft, and edit their texts, giving and receiving feedback.
Collaboration is central to this approach. When students read and comment on each other’s work, they not only develop editing skills but also learn to write for a real audience.
It is tempting to ask: which approach is better? But in reality, effective writing instruction often combines elements of both. A product-based lesson can include peer feedback and multiple drafts, while a process-oriented lesson can still involve model texts for guidance.
For instance, when teaching how to write an article, you might begin by analysing a professional example (product stage) to understand structure and tone. Then, guide students through brainstorming, drafting, and peer editing (process stages). This blended approach develops both accuracy and creativity, helping students become confident communicators.
One of the greatest strength of the process approach is that writing should have a purpose and an audience. Students are more motivated when they know why they are writing and who will read their work. Instead of collecting essays that only the teacher reads, it is better publishing students’ work in a class magazine, blog, or wall display. When learners realise their work will be read and appreciated, their engagement increases and so does the quality of their writing. Writing outside the classroom also reinforces these skills. We should encourage students to write in real-world communication: emails, reviews, social media posts, or even creative stories. Linking classroom writing to authentic contexts helps learners develop their skills naturally.
Feedback plays a crucial role in both approaches. In the process approach, feedback is ongoing and collaborative. Students review each other’s drafts, and the teacher gives positive feedback, encourages them. Final feedback is not only a grammar correction, but taking into consideration multiple aspects of their composition. For instance, responding to content, asking follow-up questions or suggesting further development. These appreciations show students that their ideas matter. After each writing task, it is advisable to ask learners to reflect: What did I learn from this activity? What will I do differently next time? These small moments of reflection build awareness and long-term progress. For some learners, rewriting and editing can feel endless and frustrating. Teachers can reduce this by giving writing tasks a clear ending: publishing the final version, exchanging it with peers, or presenting it aloud. This sense of closure helps students feel their effort has purpose. At the same time, we should remind them that writing is never “perfect”, even professional writers rewrite their works many times. Normalising imperfection helps students take risks and grow in confidence.
Teaching writing is not just about producing correct sentences; it’s about helping learners communicate meaningfully. Whether you lay emphasis on the product or the process approach, the key is flexibility. Each class, each task, and each learner may require something different. By focusing both on language accuracy and creative expression, teachers can guide students to see writing not as a test of correctness, but as a tool for thinking, sharing, and connecting with others.
Resource books
Blanchard, K., & Root, C. (2003). Ready to Write More. Pearson.
Burbidge, N., Gray, P., Levy, S., & Rinvolucri, M. (1996). Letters. Oxford University Press.
Evans, V. (1998). Successful Writing (Intermediate, Upper Intermediate, Proficiency). Express Publishing.
Duigu, G. (2003). Essay Writing for English Tests. Academic English Press.
Roberts, J. (2004). 25 Prewriting Graphic Organizers and Planning Sheets. Scholastic Inc.
Hedge, T. (2005). Writing. Oxford University Press.
Hadfield, C., & Hadfield, J. (2005). Writing Games. Pearson Education Limited.
References
McCrea, E. (2021). What is process writing? Top tips for process writing. https://www.cambridge.org/us/education/blog/2021/09/16/top-tips-for-process-writing/
Stanley, G. Approaches to process writing. Approaches to process writing. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/approaches-process-writing
Steele, V. Product and process writing: A comparison. Product and process writing: A comparison. https://www.teachingenglish.org.uk/professional-development/teachers/knowing-subject/articles/product-and-process-writing-comparison
British Council. Strategies for written feedback. Strategies for written feedback. https://www.teachingenglish.org.uk/professional-development/teachers/assessing-learning/articles/strategies-written-feedback