Teaching Writing Through The Product Approach Combined With Written Discourse Analysis

Résumé: The mastery of written expression in a foreign language is a critical component of academic success. Achieving high-quality compositions is a complex and challenging endeavour that entails a comprehensive understanding of the cognitive, linguistic, and psychological aspects of the writing process. The current investigation aims to evaluate the impact of incorporating a Discourse-Based Product Approach in the teaching of writing and composition to the second-year L.M.D students of English at the University of Batna2. This thesis posits that such an approach represents a suitable and effective strategy for addressing the writing deficiencies of students. The research methodology employed in this study integrates both qualitative and quantitative elements, including two questionnaires and a quasi-experimental design using independent groups. 60 second-year L.M.D students and 24 experienced "written expression" teachers participated in the study. The results demonstrate that the proper implementation of a discourse-oriented product approach can bridge the gap between writing instruction and evaluation. This approach enables teachers to prioritise accuracy while considering the students' linguistic and discourse competencies and equips students with the necessary skills to produce effective written products that meet the communicative demands of academic writing.

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