Effect of the Process-Genre Approach on Teaching the Writing Skills

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).