avoid the students spending their time any longer in front of a blank paper because of they are confused what actually they want to write. Moreover, clustering is to
help students relating the ideas with another. Thus, prewriting is a first stage in writing activity to generate the ideas before
students step forward to the next stage of writing process and construct a piece of writing.
b. Drafting
“While drafting, transform the ideas into sentences in a semi organized manner. Here the purpose of drafting is to let the ideas develop, expand and form
connections. Drafting is primarily a stage of discovery and exploration. ”
11
When writers write the first draft, they are ready to give the details and additional
thoughts that did not exist since in the prewriting stage.
12
After writers generating and organizing their ideas, they start to write all of the ideas down which have
been done in the first stage. Similarly, students write a framework of ideas they have generated in order to make their written is constructed coherently.
c. Rewriting or Revising
After the writers write down all of their ideas into a paper, they need to recheck their writing, in other words, the writers have to evaluate the draft. This
stage helps the writers to make sure whether or not the content or organization of writing is focus.
13
d. Editing
After revising the content of the writing, in this final stage requires the writers to evaluate the sentences that have been written. The writers have to check the
sentence or paragraph is already grammatically right or not.
14
If the writers find that there are some mistakes grammatically so that they have to refine it.
11
Betty Mattix Dietsch, Reasoning and Writing Well, New York: McGraw Hill Companies, Inc, 2006, p. 11.
12
John Langan, College Writing Skills with Readings, New York: McGraw Hill Companies, Inc., 2001, p. 32.
13
Regina L. Smalley and Mary K. Ruetten, Refining Composition skills: Rhetoric and Grammar, Fourth Edition, Boston: Heinle Heinle Publishers, 1995, p.12
14
Ibid, p. 13.
Most of students after finishing their writing into several paragraphs, they do not recheck of what have written. They have to repair some mistakes or errors,
from the grammatical structure and accuracy.
B. Descriptive Text
1. Definition of Descriptive Text
As many students and writers know that, a descriptive writing is a text that provides a description about persons, places, andor things. Students describe the
person, place and thing by using the words; hence, they have to describe them as vivid as possibl
e in order to appeal the reader’s senses. To make the readers are interested to read a descriptive text, it has to contain the details information which
may lead readers’ five senses; seeing, hearing, smelling, tasting, and touching. Related to the definition of descriptive text, according to John Langan, descriptive
text is a text which describes someone or something by using words. To convince the readers, in a descriptive text the picture put as real as possible, students have
to give a description just like as the real object and it is possible to make the readers can capture the object by five senses, namely sight, hearing, tasting,
smelling, and touching.
15
Descriptive text is not only just to tell something, but also to show something, to see profoundly what is going on.
16
Therefore, descriptive text needs the vivid description about person, place, and object. The more writers describe a person,
place, and thing; the clearer a descriptive text is described due to the writers try to zoom in their topic by using specific and details information. These details
information will bring the readers to open their five senses smelling, seeing, hearing, touching, and tasting and
those five senses become a part of the writers’ experience.
Yet, as stated by Nancy McHugh that descriptive writing is merely limited to the concrete object,
“Descriptive deals with the concrete. In this domain a student
15
John Langan, College Writing Skills with Readings, New York: Mc-Graw Hill Company. 2001, p. 175.
16
Dennis E. McGuinnes and Lauren Spencer, Writing to Describe, New York: The Rosen Publishing Group, Inc., 2012, p. 5.
