Characteristics of Writing Writing

b. Production time Written language needs more times to achieve the final product. The problem is in educational context, students only have limited time. In addition, the teacher should train students to be a good writer in dealing with the limited times. c. Distance One of the problems from written language is the distance between the writers and the readers. Each people have different interpretations so the writers need to read their own text from the readers’ perspective. d. Orthography There are various mechanics used in written language from simple to the complex. e. Complexity The complexity of written language is students have to learn how to make a clear illustration. They have to learn how to avoid redundancy, how to arrange sentences and how to revise a text. f. Vocabulary Written language has richer vocabulary than spoken language. Students have to choose the appropriate words to make a certain text. g. Formality There are some rules that students have to follow in writing texts, especially in academic writing. It is the most difficult activity for students because they have to follow more complex rules than the other types.

c. Micro-skills of Writing

In order to reach the goal, there are some micro-skills that have to be learned by students. Brown 2000: 343 lists some micro skills of writing that should be master by the learners, those are: 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., tenses, agreement, pluralization, patterns, and rules. e. Express a particular meaning in different grammatical forms. f. Use cohesive devices in written discourse. g. Appropriately accomplish the communicative functions of written texts according to form and purpose. h. Convey links and connections between events and communicate such relations as main idea, supporting idea, new information, given information, generalization and exemplification. i. Distinguish between literal and implied meanings when writing. j. Correctly convey culturally specific references in the context of the written text. k. Develop and use a battery of writing strategies, such as accurately assessing the audience’s interpretation, using prewriting devices, writing with fluency in the first draft, using paraphrase and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

d. Text Type

In writing, there are some texts that should be taught by the teacher. According to Brown 2001: 302, some types of written text are nonfiction, fiction, letters, greeting cards, diaries, journal, memos, message, announcements, newspaper, academic writing, forms, application, questionnaire, directions, labels, signs, bills, map, manuals, menus, schedule, advertisements, invitations, directories and comic strips. 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.