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“a sequence of letters, words, or symbols marked on paper orsome other surface,” and “handwriting”.Based on the definition from dictionary, writing is regarded as a sequence ofletters, words, or symbols to be combined into text on paper, or an activity or skill ofputting those symbols into coherent text. Writing has been taken as an activity here,but only means the activity to gain the final product (the coherent text), which has gotthe similar concept to Product-oriented Approach. As a traditional approach,Product-oriented Approach takes writing as final measure for the appraisal ofstudents’writing competence.Against Product-oriented Approach, Process-oriented Approach has pointed outthat writing refers to more than the product, but a process. In the field of Linguisticsand EFL teaching, writing has been also defined as a process.Some understandings to writing have been given by many professionals,including Channing Pollock, John F. Lyons, John Palmer Gavit, Wm. Church Osborn,Lincoln Steffen Mary A. Hills and Ellis Parker Butler. They have advocated to takewriting not as product-making, but a process. They believe that writing refers to howpeople think and feel. In other words, writing refers to a process of writer’s cognitivepsychology. This is an advancement, but not enough.Writing is psychological process, but more a cognitive one. Cognitive Linguisticstakes “ reality--cognition--language” as its core principle, and assumes that linguisticexpression does not simply refer to the linguistic constructions and conceptualstructures, but also refers to the way humans get to know their outside and insideworld.
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2.2 Previous Studies on Teaching College EFLWriting
Many previous studies have been done in teaching college English writing, andthey mainly focus on four perspectives: Product-oriented Approach &Process-oriented Approach, Second Language Acquisition, Systemic Functional (SFL)Approach and Cognitive (CL)Approach.Undoubtedly, writing has been one of the hottest topics in language study. Manyresearchers from aboard and China have studied English Writing from many aspects.On writing approaches, English writing study is mainly proceeded from twoperspectives: product-oriented and process-oriented.Before the late 1970s, the product-oriented approach had gotten its popularity.Based on behaviorist theory, the product-oriented approach is in keeping withSkinner’s condition theory. Richard & Rodgers (1986) have pointed out that in thelearning procedure, included are three steps, namely stimulating, responding andintensifying. As a result, language itself, especially sentence patterns, has beenprofiled. Nunan (2001) believes that the traditional product-oriented approachadvocates developing sets of habits to obtain writing teaching through the process ofstimulus and response. Richard & Rodgers (2000) got the belief that whyproduct-oriented approach got its name is because in teaching student’s writing abilitythe final product is paid attention to during the process of activity, and it is the productthat is measured in the writing ability. Consequently, the linguistic knowledge isstressed in product-oriented approach. The emphasis on writing product leads to theover-focus on linguistic expression. Truthfully, writing means more. It should be aprocess, no matter whether it is psychological process or cognitive process.Consequently, another approach came into being.
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