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b. The Free-Writing Approach
Raimes 1983 suggests that the free-writing approach emphasizes writing quantity over quality. Moreover, this approach stresses content and fluency rather
than on accuracy and form. Teachers may begin class by asking students to write freely on any topic without thinking about grammar and spelling.
In support, Brown 2000 points out that free- writing can help students’ free
ideas that they might not realize that they have. He also explains that free-writing encourages students to write without being concerned about spelling, punctuation,
or grammar. Furthermore, Byrne 1988 states that this approach encourages students to write as much as possible and as quickly as possible without worrying
about making mistakes, because the important thing is to get the ideas down on paper. To conclude the exercise teachers may ask some students to be volunteers
and read their own writing aloud to the audiences in the class.
c. The Paragraph-Pattern Approach
Raimes 1983 recommends that instead of accuracy of grammar or fluency of content, the organization should be stressed. This approach is basically a matter
of arranging sentences and paragraphs into a particular pattern Matsuda Silva, 2010. In this approach, students may copy paragraphs and imitate model passages,
and rearrange scrambled sentences. Students may identify general and specific statements and choose to invent an appropriate topic sentence, insert new sentences
or delete unneeded sentences. About the paragraph-pattern approach Byrne 1988 also states that this
approach is mainly concerned about teaching students how to construct and
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organize paragraphs by forming paragraphs from jumbled sentences, writing parallel and developing paragraphs from topic sentences. This approach is based on
the different cultures of students and the ways of communication.
d. The Grammar-Syntax-Organization Approach
Raimes 1983 notes that, this approach stresses simultaneous work more than one singular composition feature. Teachers who apply this approach indicate that
writing cannot just be seen as a composition of separate skills which are learned sequentially. Students should, therefore, be trained to pay attention to organization
while they work on necessary grammar and syntax. This approach links the purpose of writing in the forms which are needed to convey messages.
e. The Communicative Approach
According to Raimes 1983, the communicative approach stresses the purpose of writing and the audience who reads it. Students are encouraged to behave
like a writer in real life and ask themselves crucial questions about purpose and audience. Traditionally, the teacher alone is the audience for students’ writing, but
some feel that writers do their best when written is read by the real readers. So, the relationship may be extended to classmates and pen pals. In addition, in
communicative activities, the learners have to activate and integrate their knowledge and skills in order to use them to communicate meaning Littlewood,
1981. Likewise, this approach motivates students how to communicate through the process of writing Byrne, 1988.
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f. The Process Approach
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