This paper is written as a result of the real importance of teaching and learning English writing trough process-genre approach in the context of Pakistan. Writing is undoubtedly an important component of learning English as a second language and should be given more concentration in ESL classes in order to; organize learners to deal with the communicative needs of real life situations, which are embedded in the aims and objectives of university academic courses. I personally believe that ESL students like in Pakistan write without fully understanding the process of writing and purpose of writing. Despite a much enriched curriculum with very effective aims and objectives and lots of planning efforts, considerable number of students is nevertheless not able to write on their own. The old-fashioned product approach, however, has not achieved its intended outcomes proved in many studies. In my opinion, students as well as teachers are not familiar with new pedagogical research in the field of writing that have undergone many major shifts over many decades e.g. from Product to Process and Genre approach. Purpose of this paper is to investigate the effects of teaching writing through process-genre approach on the writing performance among ESL university students in Pakistan.
Abrar Ajmal, Forman Christian College, Pakistan
Stream: Learning Strategies
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