TEACHING WRITING: PRODUCT VS PROCESS

Abstract

In English as a Foreign Language (EFL) teaching, writing occupies a central place alongside reading, listening, and speaking, yet it is often underestimated in practice. For Ukrainian students, achieving at least the B2 level of proficiency, as defined by the Common European Framework of Reference for Languages, requires not only the ability to understand and produce oral discourse but also to create coherent written texts that demonstrate clarity of thought, logical structure, and appropriate register. However, teaching practice shows that many students struggle with writing: they cannot sufficiently develop and support ideas, lack skills in organizing paragraphs, confuse formal and informal styles, and are not always aware of ethical principles in using sources. These deficiencies point to the necessity of teaching writing not as a mere product but as a complex process that integrates several stages: pre-writing, drafting, revising, editing, and producing the final text. Writing as a process encourages students to analyze rhetorical situations, define the purpose of communication, consider the expectations of the target audience, and select strategies for effective argumentation. It also highlights the importance of academic integrity, paraphrasing, and citation practices that help avoid plagiarism. The process-oriented approach thus shifts the focus from imitation of model texts to the development of independent writing competence, supported by brainstorming, outlining, peer review, and feedback mechanisms. The article argues that systematic instruction in writing contributes to building student confidence, enhances their ability to engage in academic and professional communication, and ensures readiness for further study or participation in international exchange programs. Writing, therefore, must be deliberately taught, carefully practiced, and consistently assessed with transparent criteria that emphasize both content and form.