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1. I think both approaches are good for the class, but the one I tend to use much more often is the product approach. I have ESO students and most of them still need a model to follow when producing a written text and the product-approach is better for this. They need to know the basic layout for different types of writing, since they are asked later to know them for their exams. Again, the product-approach makes it much easier.
2. I guess with children the process-approach is more natural and richer. With those groups who are aimed at taking official exams ( Cambridge, etc.) the product approach is better, since the students are provided with the layout, the accuracy and the structures they will be required in the exams and they will be graded.

Hi Cristina, thanks for posting. I guess there are pros and cons of both approaches - but you make a convincing argument for a product approach. As you say, it depends on the context and what you are trying to achieve.

I guess ideally it should be a combination of both because the product approach is really helpful when it is too early they are sleepy or too late they are anxious so students can run out of ideas. But obviuosly the process-oriented is far more interesting cause it is far more interactive specially when students swap information and think by themselves, so they can do something far more creative. So I would say depending on the time and the energy level students have one would be more appropiate or the other.

Sure, Helena, team work can be really productive and fun.

Although these approaches are both useful in teaching writing, I prefer a process approach for what students need is creative thoughts or ideas. They have learned a lot about Grammar or the use of vocabulary in other lessons. In writing lessons. teachers should show them how to organize the text and make the students clear that they should focus on their communicative effect of their composition. And another reason is the redraft. That's because most of the students are not used to write their composition the second time and they can't find the mistakes by themselves. However, by checking with each other, they can find others' mistakes and at the same time they can realize their own mistakes. Besides, they can swap their information and ideas, which is of great help in learning English. Then they will feel it necessary to write it again.
In my opinion, for Teaching children, process approach is better while for teaching English for academic purpose , product approach is preferred for accuracy is more important.

A product approach? A process approach? Which approach do you prefer? Why?
As for me, I prefer product approach, it gives wide developement of personal skills, it's not just followinf the rules it's about creativity and personality, whereas product approuch is very useful either, because without accurate writing you won't get needed results, so the only way I can see is combining these types, using both these approaches will make writing effective, that what develope writing skills.

In what contexts might one be more preferable than the other? For example, think of teaching children, teaching businesspeople, teaching English for academic purposes, exam preparation etc.
I think that while you teach children writing should be interesting and motivating so I usually use prosses approach more, but while preparing for the exam or teaching business peaple and for academic purposes it's better to make accent on product approach, but still combining it with prosses.

What other activities for teaching writing have worked for you?
I think that the main points about effective writing are: pre teaching students the structures and vocabulary to make the task accomplishable and personalization of context to make it interesting.