Nature of Writing Writing

3 Editing Once the students have produced their draft,they usually read it first to ensure the correctness of their draft result which part they should discard and which part they should add and replace with other appropriate words or sentences.In this step, they should rearrange words or sentences they have made. The teacher should give a help in terms of correcting students’ grammar to achieve a good and correct writing result in line with grammatical orders. 4 Final draft When writers have edited their draft, considering about what they have made should be necessary because they would produce their final version or final draft. This may look considerably different from both the original plan and the first draft, because things have changed in the editing process but it is just in terms of grammatical use in ensuring students’ correctness to achieve a good writing.The students share their final draft after they have edited and completed the previous step assisted by the teacher. There should be less or none errors in the final draft as they have corrected during editing. Dealing with the writing process in a classroom, Gower, Philips and Walters 2008: 115 divide guidelines for a process writing activity into six. The first is introduction. In this process, the teacher needs to stimulate interest through listening or reading a text and creates a situation where a piece of writing is required. It is also important to discuss the text type and the goal of writing itself. The second is working with ideas. The teacher gets ideas from the students 12 through brainstorming, mind maps, note down ideas, develop ideas, and order the ideas. The third is planning. The teacher reminds the students of the typical features and structures of the text type they are writing and helps the students to use this knowledge to make a plan. The fourth is drafting. In this stage, the students write a second draft from their note or plan. Here, the students correct and improve their second draft with considering at the content, language accuracy, organization, style, and mechanics. The teacher can also make comments. The last is re-writing. The students write a final version. Then, they can give it to the intended reader or teacher. The teacher has to decide what form feedback is going to take by the students based on their writing results. In short, writing is not only writing something on paper. Many messages are involved in writing which determined the success of writing itself. It can be guidance to be a good writer.

c. Micro and Macro Skills of Writing

Brown 2004: 220 proposes micro and macro skills of writing which areessential for the successful mastery of writing. 1 Micro skills for writing 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. 13 e Express a particular meaning in different grammatical forms. f Use cohesive devices in written discourse. 2 Macroskills for writing 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 prewriting devices, writing with fluency in the first drafts, using paraphrases and synonyms, soliciting peer and instructor feedback, and using feedback for revising and editing.

d. Teaching Writing

1 Principles of Teaching Writing There are a number of specific principles for designing writing techniques according to Brown 2001:346. They are explained as follows: 14