These two different approaches are radically different from one another but yet still they may both be used to achieve maximum benefit depending on the type of learner. Certain students like me for example can perform better using the product approach. I learn better from viewing an example. That way I can view exactly what I am supposed to do and then go about doing it using clearly stated procedures to get to that goal and at the end compare my product to the example given. For others however, the process works much better. The practice gained through writing and correcting drafts and using peer feedback to improve their writing skills
Both techniques have their own advantages and disadvantages. The product approach to writing may be more suitable for the typical St. Lucian classroom with the student teacher ratio of 35-40 students per teacher. The simple truth is that secondary teachers simple with several English classes simply do not have the energy to teach writing using the process approach to everyone. The product approach presents itself to be more efficient in this respect when dealing with large classes. The essays are also easier to grade because the teachers will grade based on the form of the demonstration essay. However the product approach has in my opinion one giant flaw: it does not teach how to write creatively and independently. The students might constantly find themselves in need of a demonstration model and will be unable to function on their own without the use of a demonstration model. The creativity of the students does not have sufficient room to really grow or improve so the students will be unable to cope if placed into a situation where independence and creativity is required.
The short comings of the product approach can be overcome by using the process approach. This allows the students to go through the different steps involved in creating a story or article of their own. The students go explore the different steps of writing from brainstorming to editing and drafting. With each step the students are required to recognize their faults and think of ways to improve upon themselves. This allows for an increase in creativity and independence on the writer’s part much like the saying: practice makes perfect. However as mentioned before the time and effort required by both the teacher and students makes this approach more suitable for smaller classrooms. There are also many different strategies that students can use for various element which cater for the various types of learners
Ideally the best solution would be to have a combination of both approaches to writing integrated in the classroom. That way the faults of both approaches can be overcome by the other. Making the effort of using the process approach in writing with the manageability of the product approach in a St. Lucian classroom will create fantastic writers while at the same time dealing with the large overcrowded classroom. It is up to the teacher who knows his/her students abilities to combine this two approaches to figure out a way to combine these two approaches to achieve the maximum result.
