The ministry of higher and secondary specialised education of uzbekistan the uzbek state world languages university the english teaching methodology department

2. Writer-based approach/Writing as Process/Process approach to teaching writing in the EL. The focus on the writer has led to the process approach which lays stress on the activities which move students from the generalization of ideas and collection of data to the production of texts (more publication). The process approach is the dynamic, creative, unpredictable and non-liner writing. It emphasizes the writing process over the product, which is recognized as recursive process (the stages are recursive or non-liner) that encourages student to explore topics through writing.
This approach is more beneficial for advanced students, because it belongs to the creative writing and demands complicated mental operations and activities as thinking, revising and editing.
The process of creation of a written product follows getting ideas, getting started, writing drafts and revising. That’s why, during creation of the written product the following stages are organized: 1) prewriting; 2) composition/grafting; 3) revising; 4) editing. The activities for usage of these stages are given in the Table 15.
Table 5. Stages and activities in process writing

Prewriting	Composition/drafting	Revising	Editing	Publishing/ presentation
For generating, focusing and structuring: brainstorming, mind-map, speedwriting, answering questions.	Writing drafting: writing plan, writing the first draft.	Seeing the first draft and developing ideas, structure and language correctness in using forms.	Editing the language errors (spelling, punctuation, vocabulary, grammar) and checking relevance of information, the order in which this is presented, the layout.	Presentation the product to the audience (to the teacher, or to classmates).

In the process approach, students explore a topic given by a teacher through writing, showing the teacher and each other their drafts, and using what they write to read over, think about, and move them on to new ideas. According to A. Raimes, this approach gives “two crucial supports: time for the students to try out their ideas and feedback on the content of what they write in their drafts … writing process becomes a process of discovery …. new ideas and new language forms to express those ideas”²⁷.

L. Marshal and F. Rowland single out two phases in the process of writing: 1) creative or generative phase – thinking, reflecting and imagining and 2) critical or editing phase – analysis and editing simultaneously²⁸. In this case the creative and critical writing is emphasized.
3. The genre approach is more popular in teaching writing. D. Nunan explains different genres of writing as “typified by a particular structure and by grammatical forms that reflect the communicative purposes of the genre”.²⁹ Writing is seen as an essentially social activity in which texts are written to do things.
Having exploring different genres students get acquisition of structure and form for production the different types of texts.
The model of genre writing has a three-phase organization: 1) the target genre is modeled for students; 2) a text is jointly constructed by the teacher and students; 3) a text is independently constructed by each student. The main attention on the first stage focuses on the function of the text-genre, its structure and content. Within the second stage the following activities are used: research and analysis of the text, note-taking, discussion, role-play. In the third stage students construct their own text on the basis of experience acquired in the previous stages. The approach acknowledges that writing takes place in social situations and reflects a particular purpose, and that learning can happen consciously through imitation and analysis, which facilitates explicit instruction³⁰.
For writing a composition within the process approach the writer fulfills the role of 1) a creator whose cognitive process is focus on the structure and content; 2) an inter-actor, who dialogues with a reader, 3) a user of a text/literature. This approach can be used at academic lyceums and vocational colleges or at the advanced level of teaching EL.