8 Make use of a variety of feedback options effectively
as they become available 9
Write fluently
33
5. The Writing Process
When students are writing-for-writing, he or she is involved in the process of writing. And in the real world, this kind of
activity involves several processes like planning, drafting, reviewing, and editing. In the process of writing, teacher needs to
encourage students to plan, draft, and edit in this way, even though this may be time-consuming and may meet, initially, with
some resistance on their part. By doing so, teacher will help the students to be better writers both in exams, for example, and in
their post-class English lives.
34
On his different book, entitled “How to teach Writing”, Harmer states that when planning, writers have to think about
three main issues they are purpose, audience, and content structure. Furthermore in the reflecting and editing phase,
students are often helped by other readers or editor who
comment and make suggestions. Another reader‟s reaction to a piece of writing will help the author to make appropriate
revision.
35
Theoretically discussed, the activity in which students are encouraged to give editing and reflecting on the micro-
blogging is hoped can help students to be a better writer and in writing recount and narrative text in particular.
6. Some Aspects in Teaching Writing
The act of writing differs from that of talking in that it is less spontaneous and more permanent, and the resources which are
available for communication are
33
William Grabe and Fredricka L. Stoller . “Handbook of Foreign
Language Communication and Learning ,” Teaching the Written Foreign
language, vol. 6 Berlin: Walter de Gruyter GmbH Co., 2009, p. 450.
34
Harmer, How to teach English…, p. 113.
35
Jeremy Harmer, How to teach Writing Edinburgh Gate: Pearson Education Limited, 2004, p. 5.
Fewer. For this reason the conventions of writing tend to be less flexible than those of conversation, and the language which is
used tends to be standardised. In the educational setting, if the goal of the English teacher is to enable students to produce fluent,
accurate and appropriate written English, there are a number of aspects which need to be considered. These are:
1 Mechanical problems with the script of English;
2 Problems of accuracy of English grammar and lexis;
3 Problems of relating the style of writing to the
demands of a particular situation; 4
Problems of developing ease and comfort in expressing what needs to be said.
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The mechanical problem refers to the common mistake in composing English whether the purpose to express formal or non
formal writing like diary, memo or formal letter. Problem the accuracy is refers to the appropriate structure used in the writing,
for instance when the learner wanted to write a narrative text, that is commonly dominated by the use of past simple form. The
problem related of style of writing is dealt with the specific situation that has to be fit with the writing expression. For
instance, writing to reply a short message will be strictly different when writing a poem. The last problem should be considered is
laid on the appropriateness of word choice and the writing style as well.
7. A Writing Programme
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