16 factors should be considered. Some of those include the knowledge of the topic,
the convention and style of the genre, the context in which the writing will be read, and the readers.Therefore, a typical model of such genre, business letter for
example, should be given to students in order to make them familiar with the vocabularies andor grammar construction in the genre prior to their writing.
Harmer, 2001:257-259
2.2.3 Key Issues in Writing
The first issue here is the difference between writing and speech. It is quite clear that these two are different, as one is written and the other is spoken.
Teachers in classrooms usually devote themselves in one course either writing or speaking. One characteristic of writing is that it has more subordination and
passives, as it is assumed that in writing the writer does not have a face-to-face interaction with the audience. On the contrary, speech has more hesitations,
interruptions and self-corrections. Writing is also usually carried out in longer sentences, with certain conventions on spelling and punctuation. These are not
found in speech,which relies on gesture and paralanguage. Speech is seen as concrete, fragmented, informal and context-dependent action. Thus, turn-taking
characterizes speech.In writing, the writer uses more explicit coding of logical relations, less modal modifications, and produce a structurally elaborate, complex,
abstract and formal output. Itis then characterized by monologue Hyland, 2002:50.
17 The next issue in writing is genres differentiation. There are basically four
genres or university students proposed by Lock and Lockhart 1999 in Hyland 2002:62. They are:
1. Analysis. Its purpose is to elaborate reasons for a problem. The schematic structure is problem – reasons – conclusion.
2. Discussion. Its purpose is to give arguments for and against something. The schematic structure is issue – point of view – conclusion.
3. Argument. Its purpose is to persuade for a position. The schematic structure is thesis – arguments – conclusion
4. Report. Its purpose is to persuade for solution. The schematic structure is problem – reason – remedies – conclusion – recommendations.
The third issue is writing pedagogy. Writing requires more efforts from the students rather than the teachers becausethis is one of the productive skills.
Teachers support and encourage students with material needed. They also make sure that students are able to signal organization, conceptual relationships, topical
cohesion and reader involvement in expected ways. Elements of a writing pedagogy include the writer, the text, and the reader Hyland, 2002:78-93.
1. The writer element, involves issues of proficiency, first language background, and prior experience; cognitive and motivational factors; knowledge of topic
and the role of composing processes. The role of the writer brings out two important points: the need to regard
writing as cultural activity and to engage students in the writing process. Writing occurs in different contexts. Students have their own prescribed
