Theoretical and Practical Linguistic Shifting from Product/Guided Writing to Process Writing and Recently to the Innovated Writing Process Approach in Teaching Writing for Second/Foreign Language Learners

Writing is a complex cognitive activity in which foreign language learners are required to pay
attention simultaneously to content, sentence structure, vocabulary, punctuation, spelling and
letter formation. Therefore, there can be no guarantee that an effective teaching method in
one context would result in effective student learning in another. It is proved that
Product/Guided Writing resulting in poor writers, and Process Writing dos not provide much
care for metalinguistic feedback or enough time for negotiation as well. Following the stages of
Innovated Writing Process (IWP), the instructor may be able to teach students many skills that
may improve the quality of their writing as well as speaking. This paper presents the theoretical
and practical linguistic shifting from Product/Guided Writing to Process Writing and recently to
the Innovated Writing Process Approach in teaching writing for Second/Foreign Language
Learners. It is indicated that metalinguistic feedback, error/contrastive analysis and the
communicative interaction negotiating of meaning and form provided by the teacher lead to
remarkable improve in second/foreign language learners’ written accuracy and fluency as well.