revising stages are the core of process writing.In stage when students start to write from start to finish writing, it includes of drafting and
revising stage. It is because when someone writes they will through drafting and revising stages.
7. Strive to offer techniques as interactive as possible
Writing techniques that focus on purposes rather than compositions such as letters, forms, memos, directions, and short report are also
subject to the principles of interactive classrooms. Group collaboration, brainstorming, and critiquing are easily and successfully
a part of many writing-focused techniques.
8. Sensitively apply methods of responding to and correcting your
students’ writing
Error correction in writing must be approached in a different manner. It is because writing unlike speaking, often includes an extensive
planning stage, error treatment can begin in the drafting and revising stages during which time it is more appropriate to consider error
among several features of the whole process of responding to student writing.
9. Clearly instruct students on the rhetorical, formal conventions of
writing.
Each type of writing has its formal property. Teachers must teach every particular type of writing clearly on the characteristic and the
purpose of the type of writing. A reading approach to writing is very
helpful because it can give the example every particular type of writing, so it can help students to learn writing.
Moreover, Graham and Perin 2007:15-21 state that there are several effective elements of effective writing which can help students
to improve their writing ability, those are: 1 Writing strategies,
which involve teaching students strategies for planning, revising, and
editing their composition; 2 Summarizing, which involves explicitly
and systematically teaching students how to summarize texts; 3
Collaborative writing
, which uses instructional arrangements in which students work together to plan, draft, revise, and edit their
compositions; 4 Specific product goals, which assign students
specific, reachable goals for the writing they are to complete; 5
Word processing , which uses computers and word processors as
instructional support for writing assignments; 6 Sentence combining
, which involves teaching students to construct more
complex, sophisticated sentences; 7 Prewriting, which engage
students in activities designed to help them generate or organize ideas
for their composition; 8 Inquiry activities, which engages students
in analyzing immediate, concrete data to help them develop ideas and
content for a particular writing task; 9 Process writing approach,
which interweaves a number of writing instructional activities in a workshop environment that stresses extended writing opportunities,
writing for authentic audiences, personalized instruction, and cycles of
writing; 10 Study of modelswhich provide students with
opportunities to read, analyze, and emulate models of good writing;
11 Writing for content learning, which uses writing as a tool for
learning content material.
c. The Role of the Teacher
In teaching and learning process in the class, teachers can play many roles, just as parents are called upon to be many things to their
children. Teachers cannot be satisfied with only one role. According Rebecca Oxford in Brown 1998:166, pointed out that teacher roles are
often best described in the form of metaphors to describe a perspectrum of possibilities of teacher roles, some of which are more conducive to
creating an interactive classroom than others.Those are: 1 The teacher as controller: in this role teacher as master
controllers who determine what the students do, when they should speak, and what language forms they should use.
2 The teacher as director: some interactive classroom time can legitimately be structured in such a way that the teacher is like a
conductor of an orchestra or a director of a drama. As students engage in either rehearsed or spontaneous language
performance, it is teacher job to keep the process flowing smoothly and efficiently.
3 The teacher as manager: this metaphor captures teacher roles as one who plans lessons, modules, and courses, and who then
allows each individual player to be creative within those parameters.
4 The teacher as facilitator: a less directive role might be described as facilitating the process of learning, of making
learning easier for students: helping them to clear away roadblocks, to find short cuts, to negotiate rough terrain.
5 The teacher as resource: here teacher takes the least directive role. The implication of the resource role is that the student
takes the initiative to come to the teacher. The teacher is available for advice and counsel when to student seek it.
