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necessary grammar and syntax. This approach combines the purpose of a written passage and the necessary forms needed to put the message across.

12.4.4.5. The Communicatiye Approach

ij “The communicative approach stresses the purpose of a piece of writing and the audience for it’%fl983:8). To act like ‘real writers’ learners need to ask themselves ąuestions conceming the purpose (Why am I writing?) and audience for which they are writing (Who will read it?) because writing is a truły communicatiye act when a writer writes for a real reader. On completing a writing task, teachers give the text to other students to work with it further. Readers, in turn, have to “respond, rewrite in a different form, summarise, or make comments - but not correct” (1983:9) or teachers specify who the audience is, whięh will provide context for learners for which they will need to choose adeąuate content, language and register.

12.4.4.6. The Process Approach

This approach does not stress the product but the process of writing itself. The writers do not just think about the audience and purpose, but also how to begin and organise the task. Learners have to realise that the piece of writing they produce will not be perfect or error-proof from the beginning. New words or ideas can be used after rereading and getting feedback, students can reorganise the text and revise it.

12.4.4.6.1. Product vs. Process approaches to writing

Unlike previously emphasised (the finał product, what students created), now the process approach is predominant, i.e. what students do to use language in one way or another and teacher working with students in all steps taken to arrive at the product. The table below presents crucial differences between product and process approaches to writing:

product approaches	process approaches
evaluation by teacher	in-process evaluation by leamer + peers + teacher
much of writing process left to learners	each stage of writing process trained by teacher through task(s)
teacher as ‘judge’	teacher as reader and collaborator
writing done outside the classroom	writing done in the classroom
writing done alone	writing as collaborative process
writing taught as separate skill	writing integrated with other skills
focus on correction by teacher	focus on re-writing (revision) by leamer
outeome of writing (product) ‘predetermined’ by teacher/model	outeome of writing decided by leamer
model text as starting-off point	model text(s) may be introduced after leamer has written something of his/her own
focus on what writers produce -sentence writing as key stage	focus on what writers do - relationships between sentences stressed

12.4.4.6.2. Stages in Process Writing

1.    The following stages could be enumerated:

2.    Discussion — generating ideas on the topie to be written on;

3.    Brainstorming / making notes / asking ąuestions - to get many possible ideas;

4.    Fastwriting / selecting ideas / establishing a viewpoint - not minding the grammar, vocabulary writers say what they really want to say;

5.    Rough draft;

6.    Preliminary self-evaluation;

7.    Arranging information / structuring the text - whose point of view to take it from, whether to put it chronologically or not, etc.;

8.    First draft;

9.    Group / peer evaluation and responding;

10.    Conferencing - its aim is to “encourage young writers to talk about their initial drafts with the teacher or with fellow students” (Nunan, 1991: 87); the teacher may join in to make suggestions about how to solve a problem;

11.    Second draft;

12.    Self-evaluation / editing / proof reading;

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