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2. Micro and Macro Skill of Writing
The classification scheme is formulated to include the most common genres that a second language writer might produce, within and beyond the
requirements of a curriculum. You should be aware of the surprising multiciplity of options of written genres that second language learners need
to acquire. Brown 2004:219
Micro skills
a. Produce graphemes and orthographic patterns of English. b. Produce writing at an efficient rate of speed to suit the purpose.
c. Produce an acceptable core of words and use appropriate word
order patterns. d. Use acceptable grammatical systems e.g. tense, agreement,
pluralization, patterns and rules. e. Express a particular meaning in different grammatical forms.
f. Use cohesive devices in written discourse.
Macro skills
a. Use the rhetorical forms and conventions of written discourse. b. Appropriately accomplish the communicative functions of written
texts according to form and purpose. c. Convey links and connections between events and communicate
such relations as main idea, supporting idea, new information, given information, generalization, and exemplification.
d. Distinguish between literal and implied meanings when writing. e. Correctly convey culturally specific references in the context of
the written text. f. Develop and use a battery of writing strategies, such as accurately
assessing the audience’s interpretation, using pre-writing devices, writing with fluency in the first draft, using paraphrases and
synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.
3. Writing Skill
Writing skill is the skill to communicate information and ideas in written form so that others can understand. Based on the idea proposed by
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Carroll 1993, it is a broad ability that involves a number of’ other writing sub skills, like knowledge of grammar, the meaning of words, and how to
organize sentences or paragraph. It includes the ability to organize ideas, to construct correct sentences, to use tenses, and to choose appropriate words. It
refers to students’ ability in writing paragraphs, letters, essays, etc. This ability requires students to master some aspects of writing such as content,
structure, diction. Here are their details: a. Content
Content is what a communication that is about something is about. In writing paragraph, it is related to the students’ ability to choose topic, to
organize their ideas, to include ideas relevant to assigned topic and to exclude irrelevant sentences. Ideas are organized to make a coherent
paragraph. In a coherent paragraph, there must be relationship among sentences.
b. Structure Structure here reflects the students’ ability to make sentences in the
form of simple past tense. Since recount is telling what happened and what we have experienced, the simple past tense is the appropriate tense to
compose an event chronologically. However, the students often make some mistakes in writing simple past tense sentences.
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c. Diction Diction refers to both the choice and the order of words in speech
or writing. It reflects the students’ ability in choosing noun, adjective, verb, pronoun, and preposition that appropriate with the context of sentence.
Those three aspects play important parts because they are elements of a paragraph. Ideas, structure, and diction are the basic elements the students
have to master. In short, students must have some competencies to produce a good piece of writing. They must have knowledge about a topic and have
vocabulary mastery.
4. Paragraph Writing
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