21 conducted if the students have learned and understood the target genre because
their understanding is important as a basis of making comparation. The activities in this stage can be: comparing the text being learnt with
another text, finding out another text types that can be used in the same context, and investigating what if the language feature of a genre is used in another text
types.
7. Principles for Designing Writing Activities
As Brown 2002: 346 states, there are some principles in designing writing activities. They involve:
a. Incorporating how a good writer practices
Students are ideally well-informed to numerous things that a good writer does. When the students have understood these, they can apply the knowledge to
their writing. Dunlap and Weisman 2007: 107 agree that paying attention to others is important to make the students more aware of how more competent
person practice writing. Brown 2002: 346 mentions some characteristics of a good writer. They are:
1 able to focus on the goal of writing
2 able to predict to whom the writing is addressed
3 able to plan the writing
4 able to run the idea smoothly
5 able to stick on planning which has been made
6 able to use feedback to improve the writing
22 7
able to focus on meaning 8
able to revise the work in effective ways 9
able to revise as many as it is necessary Students may copy how good writers practices. Then, with the help of the
teacher, they employ the practices to their own practices. The teacher encorages students to do this in joint construction of the text since in this stage, the students
are practicing to write.
b. Providing Literacy Scaffold
Literacy scaffold is a kind of strategies to help language learners. Gordon 2007: 100 defines it as follows.
Literacy scaffolds are text models and patterns provided by the teacher or by more proficient learners, or designed collaboratively by the teacher and
students to enable language learners read and write texts beyond their current proficiency level.
Nunan 2004: 35 states that students will not learn instantly. They need a step by step process before they arrive at the goals of learning. The step is needed
for it is almost impossible for the students to produce language beyond their competence. Therefore, the teacher guides the students step by step when the
students have met the goals of learning, the teacher may let them develop by themselves. Giving literacy scaffold is ideally done in modelling of the text stage
where the teacher presents a model of text to the students. Then the teacher outlined the purpose, generic structure and the language features.
23
c. Accounting for Cultural and Literacy Background
