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discovered their purpose and from that point they use it to guide all aspects of their writing.
2.4.4 The Process of Writing
Writing is a complex process that allows writers to explore thoughts and ideas, and make them visible and concrete. Writing encourages thinking and learning for
it motivates communication and makes thought available for reflection. When thought is written down, ideas can be examined, reconsidered, added to,
rearranged, and changed. Writing is most likely to encourage thinking and learning when students view writing as a process. By recognizing that writing is a
recursive process, and that every writer uses the process in a different way, students experience less pressure to get it right the first time and are more
willing to experiment, explore, revise, and edit. Yet, novice writers unskilled, unaware, teacher-dependent writer need to practice writing or exercises that
involve copying or reproduction of learned material in order to learn the conventions of spelling, punctuation, and grammatical agreement.
As a rule, however, people do not write just one sentence or even a number of unrelated sentences. They produce a sequence of sentences arranged in
a particular order and linked together in certain ways. The sequence may be very short, perhaps only two or three sentences, but because of the way the sentences
have been put in order and linked together, they form a coherent whole. Written language is simply the graphic representation of spoken language,
and that written performance is much like oral performance, the only difference lying in graphic instead of auditory signals. Writing comes from working through a process of
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writing. The process of writing requires an entirely different set of competencies and is fundamentally different from speaking. The permanence and distance of writing,
couple with its unique rhetorical conventions, indeed make writing as different from speaking. Written products are often the result of thinking, drafting and revising
procedure that requires specialized skills, skills that not every speaker develop naturally. The upshot of the compositional nature of writing has produced writing
pedagogy that focuses students on how to generate ideas, how to organize them coherently, how to use discourse markers and rhetorical conventions to put them
cohesively into a written text, how to revise text for clearer meaning, how to edit text for appropriate grammar, and how to produce a final product.
2.4 Types of Text
Kategori