Theories of Error Analysis

15 writing. In this section, the researcher needs to review some basic ideas in teaching writing. As stated by Brown 2007 and Nunan 2003, there are a few principles that every teacher should consider while planning a writing course. These principles can be adapted to the many different learning situations. First, the teacher makes the students understand the reasons for writing. Second, the teacher connects reading and writing. The third one is providing many opportunities for students to write. The fourth one is making feedback helpful and meaningful. Lastly, the teacher frames the techniques in terms of prewriting, drafting, and revising stages. First, the beginning stage gets the teacher to make the students understand the reasons for writing. They identify why they are writing. Here, the teacher directs the students to focus on the goal or main ifdea of writing. Second, good writing skills usually develop from extensive reading. The students learn to write by observing what they are going to write. By reading ad studying a variety of relevant types of text, the students can gain important insights or references about how they should write and about the subject matter that may become the topic of their writing. Third, the teacher should provide many opportunities for students to write. Writing almost always improves with a good deal of practice. Therefore, the teacher should evaluate the lesson plans: how much time is spent for discussing writing and how much time is spent for writing activity. Fourth, the teacher should make feedback helpful and meaningful. Here, the teacher can have the students to share their work with their partners. They suppose 16 to give feedback on the ideas before revising. After evaluating the students’ pieces of writing, the teacher should take time to discuss in class about the weaknesses of the students’ writing. Lastly, the teacher presents techniques which is a part of what is so-called process writing. All writers decide on how to begin and organize the compositions. Students as writers need to know what they first put down on paper is not necessarily their finished product. They should not expect that the words they put onto papers are perfect. They get time for process to work.It becomes the process of discovery new ideas and new language forms to express those ideas. Process of writing is a valuable learning tool for students. Process writing tends to be framed in three stages of writing: prewriting, drafting, and revising stages. As described by Brown 2007, the prewriting stage encourages the generation of ideas. Generatig ideas is about finding ways to unlock ideas we have in our minds which can happen in numerous ways, such as reading extensively passages, observing, brainstoarming approaching a topic with an open mind, listing, clustering begining with a key word, then adding other words, and using free association, discussing, freewriting initial exploration of ideas without concern for appropriateness, order, or accuracy Brown 2007 found that the drafting and revising stages are the core of process writing. In the process approach, drafting is viewed as an important and complex set of strategies, the mastery of which takes time, patience, and trained instruction. Several strategies and skills apply to the drafting and revising process in writing: