Notional changes have been arriving and fading in the EL1,ESL and EFL contexts of teaching writing. Decades passed and traumatic practices of teaching EFL writing were experienced.Teachers are still staggering to escape from the mere employment of traditional approaches,and implimenting profusing approaches become troublesome. The learners' composing proficiency is consequently affected through incompatibility issues of the writing pedagogy. The research efforts in EFL and ESL contexts supported with comparative analysis, and wider assessment and critical experimentation are limited. This book, therefore, attempts to fill the gap and add significant input to the inconclusive dilemma in the theories of teaching writing.It addresses the research findings concerning the extent of effectiveness of product and process approach to improve composing profieciency, assesses the real practice of employing these approaches, and associates the effect of process and product approaches on composing proficiency. It follows mixed design model of analysis so that the research insights are to the standard validity and reliablity.