16
d. Fluency Development
Nation 2009 recommends that students should increase their writing speed, so they can write very simple material at a reasonable speed. In this case, students
may have a repetitive activity and working with easy, familiar materials.
To further explain this point the following includes other principles for designing writing technique stated by Brown 2000: 346-348.
e. Incorporate Practices of “Good” Writers
Brown 2000 guides various methods that efficient writers do in designing the technique and some practices are as follows:
a. Focus on a goal or main idea in writing b. Perceptively gauge their audience
c. Spend some time but not too much planning to write d. Easily let their first ideas flow onto the paper
e. Follow a general organizational plan as they write f. Solicit and utilize feedback on their writing
g. Are not wedded to certain surface structures h. Revise their work willingly and efficiently
i. Patiently make as many revisions as needed
f. Balance Process and Product
Brown 2000 advises that writing is a composing process and usually requires multiple drafts before an effective product is created. Thus, teachers should
make sure that students are already carefully led through appropriate stages in the process of composing; he also added that the teacher should not forget to maintain
the role as a guide and responder for the students to have a clear, articulate, well- organized, and effective piece of writing.
17
g. Account for CulturalLiterary Background
Brown 2000 suggests that since teachers have to make sure the techniques used are appropriately by students, the teachers should assist their students to
understand why and help them to become accustomed to the use of acceptable English rhetoric.
h. Connect Reading and Writing
Brown 2000 believes that students learn to write by seeing or reading written text. In this situation, students can gain important insights both about how
they should write and about the subject matter that may become the source of their writing.
i. Provide as much as Authentic writing as Possible
Brown 2000 suggests for students’ writing to be seen as the final product, it is necessary to provide students with authenticity. Sharing writing with other
students in the classroom is one way to add authenticity to the writing process. Publishing a class newsletter, writing resumes and writing letters to people outside
of class are other examples.
j. Frame Your Techniques in terms of Pre-writing, Drafting and Revising
Stage
Brown 2000 recommends that the pre-writing stage can be used to encourage the students to generate ideas in numerous ways such as: reading a
passage, skimming or scanning a passage, brainstorming, listing, discussing a topic or question, and free writing and so on.
18
3. Approaches to Teaching Writing
