Micro skills of writing: 1 Produce graphemes and orthographic patterns of English.
2 Produce writing at an efficient rate of speed to suit the purpose. 3 Produce an acceptable core of words and use appropriate word
order patterns. 4 Use acceptable grammatical systems e.g., tense, agreement,
pluralization, patterns, and rules. 5 Express a particular meaning in different grammatical forms.
6 Use cohesive devices in written discourse.
Macro skills of writing: 1 Use the rhetorical forms and conventions of written discourse.
2 Appropriately accomplish the communicative functions of written texts according to form and purpose.
3 Convey links and connections between events and communicative such relations as main idea, supporting ideas, new information,
given information, generalization, and exemplification. 4 Distinguish between literal and implied meanings when writing.
5 Correctly convey culturally specific references in the context of the written text.
6 Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using prewriting devices,
writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using
feedback for revising and editing.
c. The Process of Writing
According to Harmer 2007:113, writer goes through processes in order to produce something in its final written form. This process is called writing
process. Furthermore, Harmer suggests that the process has four main elements: 1.
Planning Writers plan what they are going to write. They have to think about three
main issues of writing before they start to write. The issues are the purpose of their writing, the audience, and the content structure.
2. Drafting
After writers plan what they are going to write, they produce their first draft. Their draft can be modified. As there is any editing stage, a number of drafts
can be produced until the final version. 3.
Editing In this stage, writers read again their draft to see whether their writing is
ambiguous or not. They also check the grammatical aspect in their draft whether it is correct or not. Writers may go back into their first draft to
revise it. They can change different form of words for a particular sentence. Moreover, reflecting and revising are also often helped by other readers or
editors who comment and make suggestions. 4.
Final version After editing and revising draft, writers produce their final version. As
writers change many thing in editing stage, their final products may look different from the first draft. However, writers are now ready to send their
written text to intended audience. Richard and Renandya 2002: 316 also have the same idea that process of
writing as a classroom activity incorporates the four basic writing stages, but there are some additional stages. They are planning, drafting writing, revising
redrafting and editing, and three other stages externally imposed on students by the teacher, namely, responding sharing, evaluating and post writing. Moreover,
they state that teachers can provide activities that support the learning of specific writing skills at every stage.
The following are some activities that can be conducted in every stage proposed by Richard and Renandya 2002:316-319. They are:
a. Planning
In this stage, some activities such as group brainstorming, clustering, rapid free writing, and WH-questions can be provided for learning experiences
to encourage the students to write. b.
Drafting The activity was focused on the fluency of writing without taking
consideration with grammatical accuracy or the neatness of draft. It means that the focus of the students is not grammatical accuracy but they have to
write fluently to convey their messages to the reader. c.
Revising Students recheck and reexamine what they have written to see how
effectively they deliver their idea to the reader. d.
Editing Students are engaged in tidying up their texts because they prepare the
final draft for evaluation by teacher. They edit their own work or their
peer’s work especially in grammar, spelling, punctuation, diction, sentence structure, etc.
On the other hand, there are some experts believe that writing process do not occur in a linear sequence. Krashen in Richard and Renandya 2002:315
proposes that writing a draft may be interrupted by more planning, and revision. The process may lead to reformulation in earlier stages.
