Teaching Writing Through Process-Genre Based Approach

Teaching writing is of special importance and of increasing interest at high schools in recent years. There are several approaches to teaching writing used by teachers and educators since many years to remember. And yet, despite of the fact that learners might have reached an advanced level of language communication, one of the major concerns voiced by language teachers is that their level of writing competency seems to be lower than expected. Many scholars have stated that second language (L2) practitioners are still in search of a coherent, comprehensive theory. Therefore, this paper aims at proposing a coherent theory of teaching writing by integrating the two major approaches: the process approach and the genre approach. It will serve as a direction for future research that may improve the instruction pedagogy in L2 writing settings.

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