Definition:
Writing instruction refers to the range of pedagogical approaches designed to develop learners’ ability to produce written text — in first, second, or foreign language contexts. Writing instruction has evolved significantly over the twentieth and twenty-first centuries, moving from product-focused to process-focused to genre-based and sociocultural approaches.
Major Approaches
Product Approach (1950s–60s):
Students study and imitate model texts. The focus is on the final written product — its grammar, vocabulary, and organisation. Revision and drafting are de-emphasised. Dominant during the audio-lingual era.
Process Approach (1970s–80s):
Influenced by L1 composition research (Flower & Hayes). Writing is treated as a recursive, cognitively complex activity involving planning, drafting, revising, and editing. Feedback is given during drafting, not only on the final product. Peer review and conferencing are central tools.
Genre-Based Approach (1990s–present):
Focuses on teaching the social purposes and conventional structures of specific genres (academic essays, lab reports, narratives, emails). Students explicitly analyse and practice target genres. Originated in systemic functional linguistics (Halliday, Martin) and is particularly strong in English for Academic Purposes (EAP).
Sociocultural / Social Constructivist Approach:
Writing is understood as socially situated. Who the writer is, who the audience is, and what community the writing serves all shape what “good writing” means. Identity, power, and discourse communities are central concerns.
Key Issues in L2 Writing Instruction
- Feedback: Error correction vs. content/organisation feedback; teacher vs. peer feedback; written vs. oral conferencing
- Task design: Controlled composition vs. guided writing vs. free writing
- The role of grammar instruction: When and how to address grammatical accuracy without overwhelming L2 writers
- Transfer from L1: Do L1 writing skills and strategies transfer to L2? Research suggests significant transfer, especially for higher-level skills