What does it mean to write?
A Process Genre Approach to Writing in an ESL classroom.

What does it mean to write? ‘Writing involves knowledge about the language, the context in which writing happens and skills in using language. Writing development happens by drawing out the learners’ potential and providing input to which learners respond’ (Badger and White, 2000.)
Taking this in to account, the Process Genre Approach in writing classes can be favorable as it considers not only the knowledge required about a particular genre, but also the process in which to write the text. As a modern approach to writing, it learns from more traditional approaches, combining their most effective elements, including using model texts (as the product approach does), maximizing the processes involved in writing, including planning and drafting (as the process approach does) and additionally by providing learners with genre knowledge (as like the genre approach).
What do learners need when writing?
Purpose (why)
Writing is a social act — not only do writers always write for a specific purpose, but they usually write to communicate ideas to others for a reason (U.S. Department of Education, 2017). Learners therefore need to be aware of the situation for what they are writing and to decide what to write in response to that particular situation. This gives the writer a purpose, which is essential, as learners feel quite de-motivated if they are simply ‘writing to practice writing’. Different types of writing depend on different situations, so knowledge of the text genre can be extremely beneficial to learners identifying how writing can vary in different social contexts (Badger and White, 2000).
Tenor (who)
Learners need to know who their audience is in order for it to appeal to that group of people (the tenor) and their relationship to them. They also feel more motivated when they are not just simply ‘writing to their teacher’. Tricia Hedge (2005) also emphasizes this, suggesting that writing should not just be a mechanical exercise, but it fulfills a communicative purpose for a real audience.
Field (what)
Learners will go through a decision ‘process’ of what information to include based on what the reader will expect (Tribble, 1996). Model texts can help with the decision process as it can help activate schemata as well as highlight features of that genre, including layout, organization and style. However, as suggested by Harmer (2004), it is important for learners to understand that any model texts provided are examples of how writing is done and not that they have to be done like this.
Mode (how)
Texts from the same genre typically follow a similar format, for example paragraphing, and can give learners guidance on how to organize a text. This can assist with the coherence of a text, ensuring ideas are explained and arguments are supported. Coherence is vital when writing, so the audience can comprehend the writer’s purpose, with logical order or sequence. Cohesion is also important, as this assists with linking elements of the text together, which can be achieved by using specific lexical and grammatical means. Register is used to indicate the language style used in a particular situation to a particular audience, for example formal or informal language. Register also refers to specific topic vocabulary of that genre, including common words or phrases.
Process Genre Approach
Considering these essential requirements when writing (purpose, tenor, field and mode) the Process Genre Approach incorporates those elements into the following stages:
- Focus learners on an occurring situation for which a text is required. This will help learners understand the reason for writing (purpose). The situation should be relevant for the learner and they should have some experience in it, to enable activation of schemata.
- Identify why, to whom, what and how learners will produce a text. This gives students a clear audience to write to and in what style. It also helps identify what information is needed and how that information should be organized.
- Guide learners through planning and drafting processes. Input from peers can be valuable to enable opportunity for schemata and language knowledge to be shared. Additionally, model texts within that same genre can be provided to help learners research into the genre.
- A final draft will be created. In order to reach this, learners will probably jump between these stages as necessary. An important factor of the process genre approach is that it does not follow rigid, linear stages.
As the Process Genre approach takes advantage of strong elements from several other writing approaches, it creates an effective means in which to produce a text. Those vital processes which the learner is taken through help draw out the learner’s potential as well using knowledge provided by example texts. The approach sets a clear vision for the reason for writing which helps motivate and guide learners. It allows for peer input and flexibility within stages, meaning leaners also develop the skills of an effective writer, as well as language ability. This can therefore help not only produce a more effective text, but also a more skilled writer.
REFERENCES
Badger, Richard and White, Goodith. 2000. ELT Journal Volume 54/2 April 2000. A Process Genre Approach to Teaching Writing. Oxford University Press
Harmer, Jeremy. 2004. How to Write, Oxford: Oxford University Press
Hedge, Tricia. 2005. Writing, Oxford: Oxford University Press
National Assessment Governing Body, U.S. Department of Education. 2017. Writing Framework for the 2017 National Assessment of Educational Progress. EdPubs. Web. 17th June 2017.
Tribble, Christopher. 1996. Writing. Oxford: Oxford University Press