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Approaches to teach writing in the EL
There are three main approaches to teach writing in the EL: 1) Text-based approach; 2) Writer-based approach, 3) Genre approach; 4) Communicative approach.
1. Text-based approach/The product approach to teaching writing is oriented on the creation of a text as a product. The basis of this approach is explanation of the rules of using language units and features of discourse models. Technology of teaching is aimed at forming the language and rhetorical sub-skills. This approach stresses three features: grammar (rules for verbs, agreements, articles, pronouns, etc), syntax (sentence structure, sentence boundaries, stylistic choice, etc.), and mechanics (handwriting, spelling, punctuation, etc.). Besides, the teacher presents rhetorical models as types of a speech organization: (narration, explanation, reasoning, etc.) for the purpose of teaching formation/development of writing skills. Thus, teaching writing is built on the basis of samples of written texts and analysis of their structure and content, and then their formal reproduction follows.
The procedure of this approach may be presented as a schema: presentation of a text-sample for imitation or adaptation writing variations of the first sentences, then paragraphs, then the whole text checking the language correction in the text correction of the text. The main criteria of evaluation are structural and language correction. So, this approach emphasizes accuracy rather than fluency or originality.
Writing techniques and activities can be characterized as controlled (for providing the content and form), guided (as free but a form is given) and free. (Controlled writing proposes using the following activities: coping, gap-filling, re¬ordering words, substituting, correcting the facts and dictation, or dictocom (a combination of dictation and composition).
Guided/parallel writing is used when we teach paragraph writing and rhetorical models. Paragraph writing can be practiced when students mastered basic skills of sentence writing and sentence combining. That’s why it is usually used at the pre-intermediate and intermediate levels.
Free writing is used at the intermediate and advanced levels. Activities: writing narrations based on picture/pictures, description of facts/events, etc., information, report, review, instruction.
2. Writer-based approach/Writing as Process/Process approach to teaching writing in the EL. The focus on the writer has led to the process approach which lays stress on the activities which move students from the generalization of ideas and collection of data to the production of texts (more publication). The process approach is the dynamic, creative, unpredictable and non-liner writing. It emphasizes the writing process over the product, which is recognized as recursive process (the stages are recursive or non-liner) that encourages student to explore topics through writing.
This approach is more beneficial for advanced students, because it belongs to the creative writing and demands complicated mental operations and activities as thinking, revising and editing.
The process of creation of a written product follows getting ideas, getting started, writing drafts and revising. That’s why, during creation of the written product the following stages are organized: 1) prewriting; 2) composition/grafting;
3)revising; 4) editing. The activities for usage of these stages are given in the Table 15.
Table 15. Stages and activities in process writing

Prewriting	Composition/drafting	Revising	Editing	Publishing/ presentation
For generating, focusing and structuring: brainstorming, mind-map, speedwriting, answering questions	Writing drafting: writing plan, writing the first draft.	Seeing the first draft and developing ideas, structure and language correctness in using forms	Editing the language errors (spelling, punctuation, vocabulary, grammar) and checking relevance of information, the order in which this is presented,	Presentation the product to the audience (to the teacher, or to classmates).

In the process approach, students explore a topic given by a teacher through writing, showing the teacher and each other their drafts, and using what they write to read over, think about, and move them on to new ideas. According to A. Raimes, this approach gives “two crucial supports: time for the students to try out their ideas and feedback on the content of what they write in their drafts ... writing process becomes a process of discovery .... New ideas and new language forms to express those ideas” 25.

L. Marshal and F. Rowland single out two phases in the process of writing:
1) creative or generative phase - thinking, reflecting and imagining and 2) critical or editing phase - analysis and editing simultaneously 26. In this case the creative and critical writing is emphasized.
3.The genre approach is more popular in teaching writing. D. Nunan explains different genres of writing as “typified by a particular structure and by grammatical forms that reflect the communicative purposes of the genre”. 27 Writing is seen as an essentially social activity in which texts are written to do things.
Having exploring different genres students get acquisition of structure and form for production the different types of texts.
The model of genre writing has a three-phase organization: l) the target genre is modeled for students; 2) a text is jointly constructed by the teacher and students;
3) a text is independently constructed by each student. The main attention on the first stage focuses on the function of the text-genre, its structure and content. Within the second stage the following activities are used: research and analysis of the text, note-taking, discussion, role-play. In the third stage students construct their own text on the basis of experience acquired in the previous stages. The approach acknowledges that writing takes place in social situations and reflects a particular purpose, and that learning can happen consciously through imitation and analysis, which facilitates explicit instruction28.
For writing a composition within the process approach the writer fulfills the role of l) a creator whose cognitive process is focus on the structure and content;
2) an inter-actor, who dialogues with a reader, 3) a user of a text/literature. This approach can be used at academic lyceums and vocational colleges or at the advanced level of teaching EL.
3.Communicative approach stresses the purpose of a piece of writing and the audience for it. Under this approach students are encouraged to behave like writers in real life and to ask themselves the crucial questions about purpose and audience: What am I writing this for? Who will read it? Taking into consideration the audience (readers) of a piece of writing, the teacher provides students with a context in which to select appropriate content, language, and levels of formality.
This approach emphasizes task-based activities that involve the exchange of information, with the focus on fluency. This approach practices a good deal of modeling and controlled practice, and also pays great attention to motivation and self-expressing. The activities used under this approach: writing instructions, cards, letters, messages, articles, job applications, reports, advertisements, projects, etc.