Perspectives: Procedural and Conceptual Parallels Between Student and Teacher Product-Driven Writing Projects

Page No.: 
90
Writer(s): 
Christine Pearson Casanave, Keio University, Shonan Fujisawa Campus

In this paper the author describes a product-oriented approach to writing, one
that applies equally to students and to teachers who write. In a project activity
where the product is to be showcased in a collection of writings, the end product
is visualized first, and the writing process is then conceptualized as the strategies
and activities needed to reach that end. Other key similarities between student
and teacher product-driven writing are that (a) writing is best viewed from a
whole-language perspective; (b) error correction is necessary and purposeful;
(c) public writing is inevitably assessed; and (d) writing activities and final products
are multivocalic. While product-driven writing projects do not suit all teachers
and students, they can be adapted and designed to suit many different contexts
and purposes.

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