Approaches to the Teaching Second Language Writing at Tertiary Level in Bangladesh Private Universities

Abstract

Currently, the South-Asian regions have ardently felt the presence of approaches to writing instruction, initially introduced and developed in North-America. To keep pace with the times, the major Bangladeshi private universities have adopted these approaches to see whether the approaches will be appropriately feasible to have successful transmission and integration into the new backdrop of Bangladesh. Based on the discussion of current approaches to teaching writing, this paper showcases the strengths and weaknesses of the product, process, and genre approaches to writing and proposes an integrated one to teaching English writing to university students. It attempts to address the major problem related to University entrants’ English writing: linguistic accuracy. Based on an observational report and an interventional study of university students pursuing their majors in manifold disciplines, the paper further argues that the three approaches are complementary to be the best suited to serve Bangladeshi students learning to write correctly in English.