In addition, Harmer 2004 also states that there are four stages of a writing process. They are planning, drafting, revising and final drafting. A writing
process as a classroom activity that incorporates those four basic writing stages is seen as a recursive process. This means that it has a cycle which integrates among
stages. It can be seen as a process wheel in which it clearly shows the directions that the writer may take during their process in writing.
f. The Roles of the Teacher
Teachers play various roles in conducting their teaching learning process in the classroom. According to Harmer 2001, there are several roles of the teachers.
1 Motivator: one of four principal roles in writing tasks will be to motivate the
students, creating the right conditions for the generation of ideas, persuading them of the usefulness of the activity, and encouraging them to make as much
effort as possible for maximum benefit. This may require special and prolonged affort on our part for longer process-writing sequences.
2 Resource: especially during more extended writing tasks, the teacher should
be ready to supply information and language where necessary. We need to tell students that we are available and be prepared to look at their work as it
progresses, offering advice and suggestions in a constructive and tactful way. Because writing takes longer than conversation, for example, there is usually
time for discussion with individual students, or students working pairs or groups.
3 Feedback provider: giving feedback on writing tasks demands special care.
Teachers should respond positively and encouragingly to the content of what
the students have written. When offering correction, teachers should choose what and how much to focus on based on what students need at this particular
stage of their studies, and on the tasks they have undertaken.
g. Principles of Teaching Writing
Nation 2009 claims that there are some principles in teaching writing. The following principles can be used to evaluate teaching and learning activities.
1 Meaning-focused Input
Learners should bring experiences and knowledge to their writing. Writing is most likely to be successful and meaningful for the learners if they are well
prepared for what they are going to write. This preparation can be done through the choice of topic, or through previous work done on the topic either in the first
or second language.
2 Meaning-focused Output
Learners should do lots of writing and lots of different kinds of writing. There are many elements of writing skills which are peculiar to writing. Different
genres use different writing conventions and draw on different language features Biber, 1989 in Nation, 2009 and so it is useful to make sure that learners are
getting writing practice in the range of genres that they will have to write in. Learners should write with a message-focused purpose. Most writing
should be done with the aim of communicating a message to the reader and the writer should have a reader in mind when writing. Learners should experience a
feeling of success in most of their writing. They should use writing to increase their language knowledge. The section on guided tasks in this chapter focuses on
