The Creative Writing Approach

According to Harmer (2001) in the teaching of writing process both in and outside the classroom there are various approaches. Thus we need to select between them which one is appropriate to focus more on the process or on the product, to apply different written genres, or to support the individual or cooperative creative writing.

2.1- The Productive Writing Approach: The productive approach also called “controlled writing” or “Product-oriented approach” it is considered as traditional approach because it was spread in 1960. Picas (1982) cites that this approach emphasis more on the linguistic knowledge, the use of vocabulary, syntax, and cohesive devices through the imitation of the teacher. Learning how to write have

In addition of that it needs too much sessions per week. Especially for large classes when the teacher followed each student and it would not be possible. Another criticize is that this approach prevents student’s motivation and self esteem because of the error correction constantly.

2.3- The Genre Writing Approach: The genre approach is considered as an annex of the productive approach. It is particularly suitable for English student for specific purposes; therefore it has named English for academic purposes approach. Cope and Kalantzis (1993) propose three aspects of the genre based approach.

• Modeling: when the student produces writing with uncovered genre. At the beginning, the teacher shows directive input then to identify the text goals and stages and the intended audience he explicitly scuffles the structures of students’ writing. Thus the model well

Obviously in creative writing the writer desires that his work would read by a large number of readers Ur (1996). The creative writing approach has essential norm is to present the learners’ creativity purely with their own views and experiences in writing moreover their self awareness to advance “the product pride”. The criticism of the creative approach was due to the difficulties which faced the students in writing imaginatively. Furthermore they consider creative writing as sense of frustration and failure with discouraging experiences.

2.5- The Cooperative Writing Approach: Brooks and Grundy (2001) suggest that students should work in pairs or groups. The first reason behind this is to enhance the student’s experience in the writing process cooperatively. The second reason is to become the writing process sociable activity. Collaborative writing may have largely motivation for students since it contains not only written production also investigation, discussion, peer assessment with successful achievement. Therefore, the cooperative writing approach goes well with both process and genre based