Abstract:
The study intends to investigate the effects of the process-genre
approach on the writing skill at the secondary level. The method adopted is
the descriptive method. The study population was formed fifty teachers from
Secondary Schools in Khartoum with considerable experience in ELT.
Besides, twenty students (boys-girls) from (Al Tafadul and Al Takamul
school-Al Khartoum Al Jadeeda School). The study used a questionnaire for
the teachers and a test for the students.
The data obtained was fed into the computer and analyzed by (SPSS)
programme (Statistical Packages for Social Sciences). The study has found
that students at the Secondary level need more practices in the writing skill.
Teachers training is urgently needed to enlighten them with modern
approaches of teaching the writing skill. The syllabus of secondary level
needs to be revised to add what facilitates teaching and learning the writing
skill. The study recommends the following: Teachers at the Secondary level
have to exert much effort to help students overcome the writing problems. It
is suggested that the process-genre approach should be incorporated into the
Sudanese English Syllabus. Teachers should focus on the way of good
writing(process) rather than on the writing itself (product).
