There are two distinct approaches to writing that are diametrically opposed to each other, product and process writing, that have become staples in the English classroom and continue to provide debate as to which approach is more appropriate for use in teaching writing.
Considered a by-product of the Behaviorist model of teaching, product writing involves the attempt by students to mimic an 'expert piece' of writing and reproduce it as closely as humanly possible in style and structure. However, its natural rival process writing, which follows a more constructivist model, focuses more on the cognitive processes of getting to the product by using strategies such as Drafting, Revising, Brainstorming and Editing.
As a student at Soufriere Comprehensive, I was rooted more in the traditional product approach to writing that preached an immediate output and focused on the style and structure of the piece of writing rather than anything substantive in it. I had no problems with it at the time because I always felt the need to rush headlong into writing, with my brainstorming being fast and spontaneous as I was rather eager to get into the task. I was not that an efficient planner nor did I ever hold much stock in planning an essay as I was convinced that doing so would impair my abilities to complete tasks. I was a slow-paced writer, not a struggling writer mind you, who was always distracted whilst writing and could never stay on a writing task for a prolonged period even during exams so I always felt this rush to complete instead of taking the time to be cognizant of the cognitive processes. However even whilst being enamored with the product method/approach to writing I was always aware of the fact that I had some structural deficiencies in my writing due to my lack of planning and drafting but felt that there was no real reason to panic or change my philosophy on life. In addition, I felt that this particular mode of writing was something that was innate in me and could not be ‘fixed’, not that I saw it, as something that I needed to fix, I also gained a slight false concept of how effective my writing was because I maintained rather good grades in English despite my inadequacies.
My transition to A-Level @ Vieux Fort Comprehensive Secondary School Campus B was a rather difficult one as it attempted to jolt me from my complacent attitude about writing and gave me my first exposure to the much vaunted and accepted process approach to writing that I still experience difficulties with on occasion. I was always urged to plan and use that plan to implement my essays, to be cognitive in my thinking, always draft, and revisit my work at varying stages of writing to ensure a superior product. My sometimes ADD wondering of the mind whilst writing still continued so despite the best efforts of my Literature lecturer and some concerned friends I had to abandon planning and on some levels drafting as part of my modus operandi because it continually meant missed deadlines ,pleas for extensions or the inevitable unfinished exams. My struggles continued but with much more nuanced and student friendly practice available I was able to bring most of my inadequacies as a writer under control and write
effectively enough to survive both my GP and English Literature exams with good grades. This pushed my thinking again into believing that I could past my deficiencies as a writer when I needed to the most and that it would be smooth sailing from then on. However, it did not escape me that during my periods of self-reflection that my supposed philosophy and my writing patterns did not fuse together properly. During moments of creative writing, that was not school related, moments of extreme frustration were rather prevalent, as my vivid imagination could not stand the intense drive for perfection that seemed to permeate each attempt without allowing it the chance to breathe. This is probably why I do not write anymore!
Landing here at Teacher Education has brought me face to face with the realization that the product approach to writing is not an effective manner of writing. I would not go quietly as I fought every outline, summary, draft , revision and editing of my work that I could either quietly or vocally to those around me. I finally came through when I saw that it worked it allowed for more cognitive thinking, more idea sharing, it created a wonderful social environment and off course better pieces of work with fewer errors. I must call process writing a fundamental innovation, much needed for teachers. Thank you!!!!!!
