There are several ways to approach writing in the classroom. It should be said at the beginning that there is not necessarily any ‘ right ‘ or ‘ best ‘ way to teach writing skills. The best practice in any situation will depend on the type of student, the text type by studied, the school system and many other factors. Thus, this article cannat prescribe a system for the teaching of writing that optimal for all teaching situations, Rather, I hope to describe and contrast two popular, yet very different, approaches and examine how both can be used in the classroom. This is a traditional approach, in which students are encouraged to mimic a model text, which is usually presented and analysed at an early stage. A modal for such us an approach in outlined bellow : Model text are read, and then feautures of the genre are highlighted. For example, if studying a formal letter, students’ attention may be drawn to the importance of paragraphing and the language used to make formal request. If studying a story, the focus may be on the techniques used to make the story interesting, and student focus on where and how the writer employs these techniques. Process approaches to writing tend to focus more on the varied classroom activities which promote the development of language use : brainstorming, group discussion, re – writing. Such an approach can have any number of stage, though a typical sequence of activities could proceed as follows ; Generating ideas by brainstorming and discussion. Student could be discussing qualities needed to do a certain job, or giving reason as to why people take drugs or gamble. The teacher remains in the background during this phase, only providing language support if required, so as not to inhibit students in the production of ideas. PROCESS AND PRODUCT TEXT