The Product Approach The Process Approach Summarizing and Paraphrasing

8 through the university. They may be undergraduates or graduates. Robinson 1991:103 states that the design of an EAP course is based on a range of topics and texts from several disciplines. Of general current concern however, is the focus on discipline-specific topics and texts, such as, economics, medicine, and engineering. The format and development are similar in each, suggesting that the authors believe that students require practice in the same strategies and tasks, whatever the discipline. The researcher used two approaches; the product approach and the process approach Robinson 1991: 103. Two approaches used in teaching writing are namely process and product approaches. The feature of the product method is: Model → comprehensionanalysismanipulation → new input → parallel → text The features of the process approach are: Writing task → draft 1 → feedback → revision → input → draft 2 → feedback → revision draft 3 Robinson 1991: 103

a. The Product Approach

A model is provided in the product approach and various exercises undertaken to draw attention to its important features. Students are required to produce a similar text. In addition, attention is given to the organization of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI writing, its structure, cohesion, various grammatical aspects and academic style; also some incorporate elements of the process approach.

b. The Process Approach

This approach relates to the principles of learner-centered learning, encouraging individuals to take more responsibility for their own learning. Drafting, feedback, revisions and informed choices, students can make clearer decisions about the direction of their writing. Feedback is an important element in the process approach to writing. Keh 1990 discusses three types of feedback: peer-evaluation, conferences i.e teacher-students interaction and written comments by a teacher. She concludes that each type of feedback has its uses and advantages. From the point of view of academic writing, this approach has the advantage of drawing attention to the constant need to draft and revise; in other words, encouraging students to be responsible for making improvements for themselves.

c. Summarizing and Paraphrasing

Summary writing is an important aspect of academic writing and is linked to academic reading, by means of note making. An integral part of reading and summarizing is paraphrasing. Paraphrasing is expressing someone else’s ideas in your own words, structure and style. This difficult but essential skill is practiced step by step. The integration of others’ writing has also been commented on by Leki and Carson 1994 who recommended that: ‘EAP writing classes need to move away from writing tasks that require students only to tap their own opinions and experiences and toward work that encourages students to integrate those opinions and experiences with external sources of information and argument.’

2. Course Design