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e. Giving the Students Clear Instruction on the Rhetorical and Formal
Convention of Writing
Brown 2002: 356 states that a piece of writing has its own characteristics and features. They should be introduced to the students. These features and
characteristics of text should be explicitly taught in a writing classroom. Therefore, this principle is applied on the modelling of the text stage and joint
construction of the text stage. Dunlap and Weisman 2007: 106 also assume that productive language
skills are more challenging for students. Thus they need a clear instruction from the teacher. Hyland 2002: 80 adds that, besides introducing the features of texts,
there are cognitive and motivational factors to bear in mind when giving instructions to the students. The example of cognitive factors is by providing the
students with topics which are relevant to the students. On the other hand, motivational factors can be encouraging the students to discuss their work or
conducting a mini project in groups.
8. Classroom Writing Performance
There are five kinds of classroom writing performance Brown: 2002. They will be presented below.
a. Imitative writing
In the initial level of learning, writing down English letters, words or sentences helps to introduce the students to the writing convention of English. The
activity of imitative writing is simply copying letters, words or sentences.
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b. Intensive or controlled writing
Intensive writing usually appears in grammar practice exercises. In such activity, there is less creativity for the students. One of the examples of controlled
writing is controlled written grammar exercises. The activity can be changing present verbs in a paragraph into past verbs.
Another kind of intensive writing is guided writing. The common activity of guided writing is that the teacher asks the students to write a story based on a
video they watched. The teacher, then, scaffolds the students by giving several questions like who are in the story or where the story takes place.
A dicto-comp is also a kind of intensive writing activity. The activity will be the teacher reads a story aloud at normal speed, then repeat it several times.
After that, the students rewrite the story with their own language.
c. Self Writing
The most common example of self writing is note taking during a lesson. Self writing is defined as writing for our self. The purpose of the writing is for the
writer himself. In the example of note taking, the writing is addressed to the writer, so that later, it allows the writer recalls the materials in the lesson.
d. Display Writing
Display writing is a writing activity where the students present the result of their writing to their friends or to the teacher. The example of display writing
activities can be writing a mini project report or short answer exercises.
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e. Real writing
In real writing, writing is designed for communicative purposes. The writing product has real audience who, later, will read the result of the writing. In
the classroom, the example of real writing can be writing letters, post cards, diaries, personal letters, etc.
9. Roles of the Teacher
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