Hedge in McDonough and Shaw 2003: 200 states types of writing as written in this following table:
Table 1: Types of Writing by Hedge in McDonough and Shaw
Personal Writing Public Writing
Creative Writing Diaries
Journals Shopping lists
Reminders for oneself Packing list
Addresses Recipes
Letters of – enquiry
– complaint – request
Form filling Application
for membership
Poems Stories
Rhymes Drama
Songs Autobiography
Social Writing Study Writing
Institutional Writing Letters
Invitations Notes
– of condolence – of thanks
– of congratulations
Cablegrams Telephone messages
Instructions – to friends
– to family Making notes while
reading Taking
notes from
lectures Making a card index
Summaries Synopses
Reviews Report of
– experiments – workshops
– visit Essays
Bibliographies Agendas
Posters Minutes
Instruction Memoranda
Speeches Reports
Application Reviews
Curriculum vitae Contracts
Specification Business letters
Role-making Doctors and other professionals
Public notices Advertisement
In conclusion, there are many texts types that can be used by the teacher to teach writing for students. Based on the Curriculum 2006, students of the eighth
grade of junior high school learn how to write descriptive text, recount text and narrative text.
2. Teaching Writing
Some theories related to teaching writing are discussed in the following. There are four parts in this discussion; they are approaches of writing, designing
writing techniques, the teacher’s roles of teaching writing and types of writing classroom performances.
a. Approaches of Teaching Writing
Harmer 2007:259 says there are some approaches in teaching writing. The teacher should choose the suitable approach for the students. The most popular
approaches are product approach and process approach.
1 Product –Oriented Approach
In teaching writing, this approach only focuses on the product of writing. Harmer 2007: 257 states that the teacher is only interested to the aim of the task
and in the end of the product. In line with Harmer, Nunan 1991:86 says product- oriented approach only focuses in the end of the teaching-learning process. In
addition, Brown 2000:335 explains when the teacher only focuses on the final product of writing, the compositions are supposed to a meet certain standards of
prescribed English rhetorical style b reflect accurate grammar and c be organized in conformity with what the audience would consider to be
conventional.
2 Process Approach
Harmer 2001: 259 says there are some approaches in teaching writing. The teacher should choose the suitable approach for the students. In term of writing, it
is not only considered about product but also the process of writing. White and
Arndt in Harmer 2001: 256 state that there are some stages of the process of writing; they are:
1 Drafting
2 Structuring
3 Reviewing
4 Focusing
5 Generating ideas and Evaluation
Hedge in McDonough and Shaw 2003: 163 suggests the stages of writing as follows:
1 Getting ideas together
2 Planning and outlining
3 Making notes
4 Making a first draft
5 Revising, redrafting
6 Editing
In line with Byrne’s steps in McDonough and Shaw, 2003: 164, they are : 1
Listing ideas 2
Making an outline 3
Writing a draft 4
Correcting and improving the draft 5
Writing the final version Following Hedge’s steps, they can be reduced into three steps for teaching
purposes, as follows: 1
Pre-writing 2
Drafting and redrafting 3
Editing the pre-final version Seow in Richards and Renandya 2002: 316-319 explains the six steps in
writing process: 1
Planning Pre-writing
