How to Teach Writing Through the Product Writing Approach
Writing can be taught in different ways, depending on the learners, the purpose of the lesson, and the type of text students are expected to produce.
One traditional approach is Product Writing, sometimes called the Product Approach. In this approach, learners study a model text, identify its organisation and language features, practise the language they need, and then produce their own text following the model.
The central idea is that students learn to write effectively by analysing good examples and reproducing their important features.
A simple Product Writing sequence is:
Model → Analyse → Practise → Plan → Write → Edit → Produce the final text
This approach can be particularly useful when students need to learn the conventions of a specific genre, such as a formal email, complaint letter, descriptive paragraph, report, or academic essay.
What Is Product Writing?
Product Writing focuses primarily on the final written product.
The teacher provides a model of the type of writing students are expected to produce. Learners analyse the model, notice its structure and language, practise relevant features, and then write their own version.
For example, if the objective is to teach students how to write a formal email of complaint, the teacher may first provide a model:
Dear Sir or Madam,
I am writing to complain about...
Firstly,...
I would also like to point out that...
I would appreciate it if you could...
Yours faithfully,
Students examine how the email is organised and the language used. They then use this model to produce their own formal complaint.
The emphasis is on producing a text that follows the expectations and conventions of the target genre.
The Main Principles of Product Writing
Product Writing typically places emphasis on several areas.
Model texts
Students learn from examples of successful writing.
Genre conventions
Learners identify how a particular type of text is organised.
Language accuracy
Grammar, vocabulary, spelling, punctuation, and sentence structure receive significant attention.
Controlled practice
Students practise useful structures before producing their own writing.
The final product
The finished text is an important measure of successful learning.
Step 1: Introduce the Writing Task
Start by making the writing objective clear.
For example:
Write a formal email to a hotel manager complaining about problems with your room.
Before students write, establish:
-
who the reader is
-
why the student is writing
-
what information should be included
-
the appropriate level of formality
-
the expected length
Ask students:
"Who are you writing to?"
"Why are you writing?"
"Should the language be formal or informal?"
This gives students a clear communicative context.
Step 2: Provide a Model Text
The teacher provides an example of the target writing.
For example:
Dear Sir or Madam,
I am writing to complain about my recent stay at your hotel.
Firstly, the room was extremely noisy throughout the night. In addition, the air conditioning was not working properly.
I would appreciate it if you could investigate these problems and provide an appropriate response.
Yours faithfully,
Maria Brown
The model should be appropriate to the learners' level and the target genre.
Step 3: Analyse the Model
Do not simply ask students to read the text.
Guide them to notice how the text works.
For example, ask students to identify:
Opening
Dear Sir or Madam,
Purpose
I am writing to complain about...
Main points
Firstly...
In addition...
Request or recommendation
I would appreciate it if...
Closing
Yours faithfully,
Students can underline or highlight each section.
The teacher can then explain the overall structure.
Step 4: Focus on Useful Language
Once learners understand the structure, focus on important vocabulary and grammatical patterns.
In a complaint email, students might notice:
I am writing to complain about...
I would like to express my dissatisfaction with...
I would appreciate it if...
I look forward to receiving your response.
The teacher can briefly clarify meaning, form, and appropriate usage.
Students can then practise these expressions in controlled activities.
Step 5: Practise the Language
Before asking students to write the complete text, give them opportunities to practise important language.
For example, students complete:
I am writing to ______ about the service I received.
Possible answer:
complain
Or match sentence beginnings and endings:
I would appreciate it if...
a) you could investigate the matter.
Students can then transform informal language into more appropriate formal language.
For example:
Give me my money back.
becomes:
I would appreciate a full refund.
This controlled practice prepares learners for independent writing.
Step 6: Analyse the Organisation
Product Writing does not focus only on sentences.
Students should also understand how the whole text is organised.
For example, a complaint email might follow this structure:
Paragraph 1: Purpose of the email
Paragraph 2: First problem
Paragraph 3: Second problem
Paragraph 4: Requested action
Closing: Appropriate sign-off
The teacher can provide a writing frame:
Paragraph 1: Why are you writing?
Paragraph 2: What was the first problem?
Paragraph 3: What was the second problem?
Paragraph 4: What action do you want?
Students can then organise their ideas before writing.
Step 7: Move from Controlled to Guided Writing
Students can now begin producing their own text.
At first, provide substantial support.
For example:
I am writing to complain about ______.
Firstly, ______.
In addition, ______.
I would appreciate it if you could ______.
I look forward to ______.
Students complete the framework using their own information.
This reduces the cognitive load and helps learners understand how the model can be adapted rather than copied.
Step 8: Remove the Support Gradually
As students become more confident, reduce the amount of scaffolding.
Instead of providing complete sentences, give students only an outline:
Opening: State the purpose.
Paragraph 1: Problem one + details.
Paragraph 2: Problem two + details.
Final paragraph: Request action.
Students must now formulate more of the language independently.
This gradual reduction of support helps learners move from imitation towards independent writing.
Step 9: Students Produce Their Own Text
Students now write their final text using the conventions they have studied.
For example:
Task: Write a formal complaint to an airline about a cancelled flight.
Students use the model, structure, and language from the lesson but create their own content.
The teacher monitors and provides support where necessary.
The objective is for students to produce a text that demonstrates control of the target genre.
Step 10: Edit and Check the Final Product
Before students submit their writing, provide a checklist.
Organisation
☐ Does the text have an appropriate structure?
☐ Are the ideas presented logically?
Language
☐ Is the language appropriate for the target genre?
☐ Have useful expressions been used correctly?
Accuracy
☐ Have you checked grammar?
☐ Have you checked spelling?
☐ Have you checked punctuation?
Content
☐ Have you included all the required information?
A checklist helps learners evaluate their writing before the teacher does.
A Complete Classroom Example
Writing Task: A Formal Email of Complaint
Level
B1–B2
Objective
Students will write a formal complaint email using an appropriate structure and formal language.
Stage 1: Lead-in
Ask students:
"Have you ever received poor service?"
"What problems can customers experience?"
Students discuss examples such as:
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damaged products
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poor service
-
late delivery
-
noisy accommodation
-
cancelled flights
Stage 2: Model Text
Provide a model complaint email.
Students read it and answer:
"Who is writing?"
"Why are they writing?"
"What problems do they mention?"
"What action do they want?"
Stage 3: Structure Analysis
Students identify:
Opening → Problem 1 → Problem 2 → Request → Closing
The teacher highlights the structure.
Stage 4: Language Focus
Students identify useful expressions:
I am writing to complain about...
I was extremely disappointed with...
I would appreciate it if...
I look forward to receiving your response.
Students practise using these expressions.
Stage 5: Guided Practice
Students complete a partially written complaint:
I am writing to complain about ______.
Firstly, ______.
In addition, ______.
I would appreciate it if ______.
Stage 6: Independent Writing
Students receive a new situation:
You booked a hotel room for three nights. The room was dirty, the air conditioning did not work, and the hotel staff were unhelpful. Write a formal complaint to the manager.
Students write their own emails using the model as a guide.
Stage 7: Editing
Students use the checklist to review:
-
structure
-
formality
-
grammar
-
vocabulary
-
spelling
-
punctuation
The teacher then assesses the final product.
What Is the Teacher's Role?
In Product Writing, the teacher generally provides substantial guidance.
Model provider
The teacher selects or creates an effective example.
Language teacher
The teacher highlights grammar, vocabulary, expressions, and sentence structures.
Genre guide
The teacher explains how the target text is organised.
Instructor
The teacher provides controlled and guided practice.
Evaluator
The teacher assesses the final written product against clear criteria.
The teacher's support is especially important when learners are unfamiliar with a particular genre.
Product Writing for Different Genres
The Product Approach can work particularly well when the target genre has clear conventions.
Formal emails
Students learn appropriate openings, requests, tone, and closings.
Reports
Students learn headings, sections, objective language, and organisational conventions.
Academic essays
Students study introductions, topic sentences, supporting evidence, linking language, and conclusions.
Descriptive writing
Students examine how writers organise descriptions and use adjectives, sensory language, and spatial organisation.
Narratives
Students analyse how narratives establish setting, introduce characters, develop events, and reach a conclusion.
Product Writing vs Process Writing
The two approaches can be compared in terms of their primary emphasis.
Product WritingProcess WritingFocuses strongly on the final textFocuses strongly on developing the textUses model textsUses planning and multiple draftsEmphasises genre conventionsEmphasises writing developmentOften includes controlled practiceEmphasises drafting and revisionTeacher provides substantial guidanceLearners gradually take greater responsibilityAccuracy is highly importantRevision and improvement are highly importantFinal product is centralThe writing process is central
The distinction should not be understood as a choice between two completely incompatible methods.
In practice, effective writing lessons can combine elements of both.
For example, a teacher can use a model text from a Product Approach, followed by planning, drafting, peer feedback, and revision from a Process Approach.
Common Mistakes When Using Product Writing
Students copy the model
A model should provide a framework rather than become something students reproduce word for word.
Teachers should change the topic or situation and require students to generate their own content.
Too much attention to grammar
Accuracy matters, but students also need to understand purpose, audience, organisation, and meaning.
Students become dependent on templates
Writing frames are useful for developing confidence, but they should gradually be reduced.
The model is too difficult
If students cannot understand the model, it will not provide effective support.
Choose models that are appropriate for both the learners' language level and writing objective.
Writing becomes mechanical
Product Writing should not mean filling gaps indefinitely.
Controlled practice should eventually lead to meaningful independent writing.
How to Make Product Writing More Effective
A useful progression is:
See it → Understand it → Analyse it → Practise it → Adapt it → Produce it
For example:
See it: Read a model email.
Understand it: Identify its purpose.
Analyse it: Examine structure and language.
Practise it: Complete controlled activities.
Adapt it: Use the structure for a new situation.
Produce it: Write an independent text.
This allows learners to move from observation to independent production.
Final Thoughts
Product Writing provides learners with a clear model of what successful writing looks like.
It is particularly useful when students need to understand the conventions of a specific genre or when they require substantial support in organising language and ideas.
The basic principle is:
Show learners what effective writing looks like, help them understand how it works, give them guided practice, and then ask them to produce their own version.
For teachers, the key is to avoid turning Product Writing into simple imitation. A model should be a source of guidance, not a text to memorise.
The most effective progression is often:
Model → Analyse → Practise → Adapt → Write → Edit
Used appropriately, Product Writing can give learners the structure, language, and confidence they need to become more successful writers.
Westminster College London promotes practical approaches to language teaching that help teachers understand not only what to teach, but also how to guide learners from supported practice towards independent performance.