6. Produce the final copy
a. Editing
After revising the draft, edit the draft by re-checking the draft carefully. Focus more on grammar, word choice, verb forms, puntuation, and
spelling. it is better if the writers use the dictionary and other references supporting the draft. Read one again and copy or print it out again with all
the corrections. b.
Proofreading Proofreading is the last step of writing process. It is examining process
the final copy. Re-check all details of the draft. Maybe, the final draft may be different from the first plan and first draft because it have revised in
some steps before. To produce a good writing, we must follow those steps. In short, firstly,
we should find the ideas and write all of our ideas that come to our mind in the form of notes or other ways such as brainstorming, clustering, and freewriting.
After getting the some notes, we may select the points that relate to our main idea. Then, we can start to write the first draft, revise and edit the draft until it becomes
a good paragraph of text.
2.2.3 Genre
2.2.3.1 General Concept of Genre Chandler 2005 stated
that “the word genre comes from French originally Latin word for “kind” or “class”. The term is widely used in rhetoric, literary theory,
media theory, and recently linguistics, referring to a distinctive type of text.
The are many experts share their definition about genre; Katie Wales notes that genre is... an intertextual concept Wales 1989,
259. John Hartley suggests that we need to understand genre as a property of the relations between texts OSullivan et al. 1994, 128. And
as Tony Thwaites et al. put it, each text is influenced by the generic rules in the way it is put together; the generic rules are reinforced by each text
Thwaites et al. 1994, 100. Chandler 2005
Kress in Chandler 2005 defines a genre as a kind of text that derives its
form from the structure of a frequently repeated social occasion, with its
characteristic participants and their purposes. So, genre is the text types that have
different characteristics, such as, the author‟s purpose and the generic structure. So, genre is all text types themselves, such as descriptive text, report text, recount
text, procedure text, narrative text, hortatory exposition text, analytical exposition text, explanation text, discussion text, reviews text, spoof, news item, and
anecdote. According to Gerot and Wignell 1994:190, different genres deploy the
resources for meaning-making through the grammar in different ways. For example, recounts which retell events tent to use past tense, whereas reports is
describing something that tend to use present tense. Furthermore, Gerot and Wignell 1994:192 stated that genres are staged,
goal-directed, and purposeful. Thus, we can ask the three questions below for each text types.
1. What is its social purpose or function and goal?
2. Through what stages does it achieve that goal?
3. What lexicogrammatical and discourse choices are involved in the
above?
From some experts ‟ opinion above, genre can be defined as class of text
that is differentiated by their social purpose of the authors or writers and other characteristics such as generic structures, tenses used, grammar, discourse, etc.
Those differences bring genre into some texts that have to be known by the students based on their school level. For instance, for junior high school students
get descriptive text, report text, procedure text, recount text, narrative text, and news items. While senior high school students get the higher level of texts such as
hortatory and analytical exposition, discussion text, review text, and spoof.
2.2.4 Recount Text
